2019
DOI: 10.21577/0100-4042.20170392
View full text |Buy / Rent full text
|
Sign up to set email alerts
|

Abstract: Considering the importance of non-school educational spaces to diffusing scientific knowledge, as well as arguments for the inclusion of such spaces into initial teacher education, this study presents four strategies to make them practice field institutions in chemistry teacher licensure programs. Assuming that the modalities of the educational phenomenon can be divided into unsystematic and systematized-whether they be school or non-school forms-, the strategies were named as follows: a) Learning (from) the c… Show more

Help me understand this report

This publication either has no citations yet, or we are still processing them

Set email alert for when this publication receives citations?

See others like this or search for similar articles