Vol. 43 No. 2 (2026): Caderno Brasileiro de Ensino de Física

Published: 2026-08-26

Editorial

The scientistic education of the STEM curriculum and counter-hegemonic possibilities

Fernanda Ostermann , Flavia Rezende, Josiane Souza

229-238
- PDF/A (Português (Brasil))

Ensino e aprendizagem de Ciências/Física

Impact of activities using computer simulations on non-newtonian conceptions of Force and Motion

José Uibson, Fernando Frei

239-270
- PDF/A (Português (Brasil))
Challenges of abstraction and scientific literacy: an analysis of the video analysis experiment in teaching framework and trajectory in the 1st year of high school

Luciana de Morais Dutra, Alexandre Lopes de Oliveira, Vitor L. B. de Jesus

271-296
- PDF/A (Português (Brasil))
- PDF/A
Meaningful learning about the Nature of Science: the historical inquiry approach in elementary education

Oscar Vitor dos Santos Borba, Ronan Moura Franco, Carla Beatriz Spohr

297-329
- PDF/A (Português (Brasil))
Detecting Knowledge Construction through Legitimation Code Theory: A Study of Semantic Density in Quantum Mechanics Textbooks

Marina Valentim, Eduardo Fleury Mortimer

330-357
- PDF/A (Português (Brasil))
- PDF/A

Formação de Professores de Ciências/Física

Creative learning of a high school physics teacher in a school garden

Jeedir Rodrigues de Jesus Gomes

358-377
- PDF/A (Português (Brasil))

História, Filosofia e Sociologia da Ciência e Ensino de Ciências/Física

The Genesis of the Uncertainty Principle: A Historical-Epistemological Analysis of the Werner Heisenberg-Wolfgang Pauli Correspondence (1927)

Marcos Antonio Barros, Jenner Barretto Bastos Filho, Pablo Francisco Honorato Sampaio

378-396
- PDFA (Português (Brasil))
- PDFA
Knowledge of the Nature of Science as expressed by undergraduate students in teaching materials about the History of Physics

Evelim Lamaiara dos Passos Carvalho Santos, João Ricardo Neves da Silva, Evandro Fortes Rozentalski

397-431
- PDF/A (Português (Brasil))
- PDF/A