Print ISSN: 0212-4521
Online ISSN: 2174-6486

Els continguts que es mostren a aquest web, són rèplica dels originals, publicats a: https://revistes.uab.cat/ensciencias

Enseñanza de las Ciencias (ISSN 0212-4521) it has grown as an obligued point of reference, specially among the professionals from mathematical and sciences teaching field in Spain. In connection with the sciences teaching field, it wants to go into the theory base of published studies and research in depth, to bring reflexions about linked to the state and the perspectives of the different lines of priority research at present, and promote interpretative works that allow to advance in the understanding of significant problems linked to the scientific learning. The journal wants to promote the studies that correspond to the needs of the science and mathematical teachers. These studies should go into the impact of different educative practices in depth, either in the classroom or in informal contexts.

Vol. 39 No. 1 (2021)

Context, inquiry and modelling to move lower secondary students’ explanations

Mª Rut Jiménez-Liso, Luis Delgado, Francisco J. Castillo-Hernández, Isabel Baños

5-25

The regulation of epistemological obstacles in the learning of evolution

Gastón Pérez, Alma Adrianna Gómez Galindo, Leonardo González Galli

27-44

Pre-service teachers’ discourse when describing and defining geometric solids

Alfonso J. González-Regaña, Verónica Martín-Molina, Rocío Toscano, Aurora Fernández-León, José María Gavilán-Izquierdo

81-97

Ethnological Museums as Citizens’ Educational Instruments for Sustainability

Laura Redondo Castillo, Amparo Vilches Pena, Daniel Gil-Pérez

117-135

Climate change in high school Pedagogical contributions to its approach

Laura O. Bello Benavides, Gloria Elena Cruz Sánchez, Pablo Ángel Meira Cartea, Édgar Javier González Gaudiano

137-156

What do Chilean teachers believe and do when teaching Biology in Secondary Education?

Eduardo Ravanal Moreno, Francisco López-Cortés, Elias Amórtegui Cedeño

157-174

Secondary Education students’ preconceptions of slope

Martha Iris Rivera López, Crisólogo Dolores Flores

195-217

Textbook activities. their contribution to the development of the scientific literacy

Susana García Barros, Cristina Martínez Lossada, Juan Rivadulla López

219-238

Nature of science in a virtual learning object for prospective science teachers

Filipe Faria Berçot, Andrea Revel Chion, Agustín Adúriz-Bravo

239-258

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