Vol. 40 No. 3 (2022)

Editorial

Questions for Inquiry and the Activation of Critical Thinking in Early Childhood Education

Inés M. Bargiela, Paloma Blanco Anaya, Blanca Puig
- PDF (ES)
Epistemological Profiles on Scientific Problem Solving in Early Childhood Educators

Mario Quintanilla-Gatica, Alberto Labarrere-Sarduy, Carolina Orellana Sepúlveda
- PDF (ES)
Facebook as a Tool to Promote Environmental Activism in Science Classes

Sismay García Bermúdez, Pedro Reis, Bartolomé Vásquez Bernal
- PDF (ES)
Tensions in Teaching Statistical Inference in Pre-Service Teacher Education

Valentina Giaconi, Helena Montenegro, Francisco Rojas, Marco Catalán, Flavio Guíñez
- PDF (ES)
Analysing Profiles of Recognition in Graph Theory

Antonio González Herrera, Inés Gallego-Sánchez, José María Gavilán-Izquierdo, María Luz Puertas
- PDF (ES)
Proposal for the Analysis of Adult Intervention in a Free-Choice Science Space

Jessica Haldón Lahilla, Montserrat Pedreira Álvarez, Gabriel Lemkow-Tovias
- PDF (ES)
Rural identity and scientific identity. An educational intervention in empty Spain

Ana Isabel Muñoz Domínguez, Radu Bogdan Toma, Carlos Martínez Hernández, Nadia Bermejo, Pedro J. Sánchez Gómez
- PDF (ES)