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Journal for the Study of Education and Development
Infancia y Aprendizaje
Volume 24, 2001 - Issue 4
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Original Articles

Perfil Conceptual: formas de pensar y hablar en las clases de ciencias

Conceptual Profile: Modes of thinking and ways of speaking in Science classrooms

Eduardo Fleury MortimerUniversidade Federal de Minas GeraisCorrespondence[email protected]
Pages 475-490 | Published online: 23 Jan 2014

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Kira Padilla, Ana María Ponce‐de‐León, Florencia Mabel Rembado & Andoni Garritz. (2008) Undergraduate Professors’ Pedagogical Content Knowledge: The case of ‘amount of substance’. International Journal of Science Education 30:10, pages 1389-1404.
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Articles from other publishers (9)

María B. García, Silvia Vilanova & Sofía Sol Martín. 2018. Teaching Science with Context. Teaching Science with Context 85 98 .
M. L. Weinrich & V. Talanquer. (2015) Mapping students' conceptual modes when thinking about chemical reactions used to make a desired product. Chemistry Education Research and Practice 16:3, pages 561-577.
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Francisco Ângelo Coutinho, Charbel N. El-Hani & Eduardo F. Mortimer. 2014. Conceptual Profiles. Conceptual Profiles 115 142 .
Aline Andréa Nicolli & Eduardo F. Mortimer. 2014. Conceptual Profiles. Conceptual Profiles 293 321 .
Eduardo F. Mortimer, Phil Scott, Edenia Maria Ribeiro do Amaral & Charbel N. El-Hani. 2014. Conceptual Profiles. Conceptual Profiles 3 33 .
Aline Andréia Nicolli & Eduardo Fleury Mortimer. (2012) Perfil conceitual e a escolarização do conceito de morte no ensino de ciências. Educar em Revista:44, pages 19-35.
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Eduardo F. Mortimer, Phil Scott & Charbel N. El-Hani. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education 231 246 .
M. Gabriela Lorenzo, Alejandra Salerno & Mercedes Blanco. (2009) ¿Puede aprenderse química orgánica en la universidad presenciando una clase expositiva?. Educación Química 20:1, pages 77-82.
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Orlando Aguiar Jr.. (2001) Mudanças conceituais (ou cognitivas) na educação em ciências: revisão crítica e novas direções para a pesquisa. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 3:1, pages 81-105.
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