<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Locatelli, S. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING ATOMS AND MOLECULES IN THE CLASSROOM: IS IT POSSIBLE?</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">natural world</style></keyword><keyword><style  face="normal" font="default" size="100%">representational levels</style></keyword><keyword><style  face="normal" font="default" size="100%">theoretical developments</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1645650348.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">If you are a chemistry teacher, chances are you have already felt like doing an activity where students could manipulate and explore atoms or molecules in the classroom. Yes, that is right, touching, moving, uniting atoms to form molecules in a classroom, forming the most diverse substances that exist in the world, or at least observing these particles (atoms or molecules) under the microscope, as well as their constituents such as electrons and protons. But, is this possible? It is known that none of this is possible, but it would be desirable if it were, because in this way, students could better understand many phenomena of their daily lives, such as, for example, the burning of coal with the release of gases that, at a submicro level, involves the rearrangement of atoms for the occurrence of such a chemical reaction. Considering this, how to explore the particles in the classroom, which are inaccessible to the human senses, in a way that the student can understand, having an explanation of what is happening macroscopically, that is, of what he or she is observing (seeing) or even feeling, since in this case heat is released. How could we try to explain the natural world, what we experience in our daily lives?</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Locatelli, S. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DRAWINGS TO LEARN SCIENCE: SOME REFLECTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">metacognition</style></keyword><keyword><style  face="normal" font="default" size="100%">metavisual activity</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic isolation</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1617434387.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teacher needs to reinvent himself or herself all the time, proposing activities in the classroom that enable students to build and reconstruct knowledge. Particularly in science, this knowledge is mediated through scientific models, often inaccessible to students’ understanding. For the comprehension of a chemical reaction, for example, the student is invited to imagine how the interactions between the particles would be, the atomic rearrangement, totally abstract thought and based on models, often expressed by visualizations, that need to be constantly constructed and reviewed by students. However, how to revise these abstract concepts? What strategies could be used? The answer to these questions is complex, but we would like to propose a reflection on the use of drawings, as a possibility, among so many existing ones.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">192-193</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Locatelli, S. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REFLECTING UPON FAKE NEWS IN TODAY’S POST-TRUTH ERA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Fake Science</style></keyword><keyword><style  face="normal" font="default" size="100%">reflective view</style></keyword><keyword><style  face="normal" font="default" size="100%">social networks</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1628686646.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">We are living in an era, in which people are constantly asking themselves: how can anyone believe this news that is clearly false? Reflecting on this, a brief reflection on some factors that can influence people to take this kind of news into account is brought here, as well as presenting an example of Fake Science that circulated on social networks in 2020 in Brazil, during the pandemic context.
First, it can be considered that a significant objective in Science Education is making students scientifically literate, prepared for appropriate decision-making. Chassot (2003, p. 19) considers scientific literacy as “the set of knowledge that would make it easier for men and women to read the world in which they live”. Leung (2020) adds that, nowadays, it is very important to recognize the veracity of information, differentiating it from fake news, which also encompasses the concept of scientific literacy, which brings us to the statement by Gomes et al. (2020) on media literacy, so that citizens can connect more to facts and less to emotions in understanding the news.
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">513-515</style></section></record></records></xml>