Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P59-78
Amanda Pereira De Freitas, A. F. Campos
This investigation aimed to identify and analyze the proposals of the studies on the teaching and learning approach based on the resolution of problems in the formation of Chemistry teachers and the theoretical and methodological aspects used in these studies. The methodology addressed in this investigation was of a qualitative nature of the bibliographic type involving elements of quantitative nature. Thus, an exploratory and descriptive research on problem solving was carried out, focusing on the training of Chemistry teachers in the annals of events on the Teaching of Chemistry and Sciences and in some national and international scientific journals. Twenty-four surveys were found, which were analyzed according to some elements of the Content Analysis technique. The research found shows that problem solving has been used as a didactic strategy in the school context, with no evidence of this approach as a curricular project. In addition, there was a lack of research on approach to problem solving in teacher education in Chemistry Teaching. This research indicates the urgency of Scientific Dissemination activities for basic education teachers for them to appropriate the theoretical and methodological aspects of the teaching and learning approach based on problem solving and and they use it in their school contexts.
{"title":"TENDÊNCIAS DE PESQUISA SOBRE RESOLUÇÃO DE PROBLEMAS NA FORMAÇÃO DE PROFESSORES DE QUÍMICA / RESEARCH TRENDS ON PROBLEM SOLVING IN CHEMISTRY TEACHER TRAINING","authors":"Amanda Pereira De Freitas, A. F. Campos","doi":"10.7867/1982-4866.2021V27N1P59-78","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P59-78","url":null,"abstract":"This investigation aimed to identify and analyze the proposals of the studies on the teaching and learning approach based on the resolution of problems in the formation of Chemistry teachers and the theoretical and methodological aspects used in these studies. The methodology addressed in this investigation was of a qualitative nature of the bibliographic type involving elements of quantitative nature. Thus, an exploratory and descriptive research on problem solving was carried out, focusing on the training of Chemistry teachers in the annals of events on the Teaching of Chemistry and Sciences and in some national and international scientific journals. Twenty-four surveys were found, which were analyzed according to some elements of the Content Analysis technique. The research found shows that problem solving has been used as a didactic strategy in the school context, with no evidence of this approach as a curricular project. In addition, there was a lack of research on approach to problem solving in teacher education in Chemistry Teaching. This research indicates the urgency of Scientific Dissemination activities for basic education teachers for them to appropriate the theoretical and methodological aspects of the teaching and learning approach based on problem solving and and they use it in their school contexts.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72455539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P03-25
M. R. Soares, G. S. Júnior, J. Gualandi
In the literature of mathematical modeling, there are different procedures (steps or possibilities of approaches) to develop and explore it in mathematics teaching. This article aims to present and emphasize the essential possibilities to the mathematics teaching and learning processes, extracted from the literature and modeling activities developed in a degree course in mathematics. Methodologically, the study was supported by bibliographical and practical analyzes, qualitative research of an interpretative nature and a case study, using audiovisual materials such as software, Calc, Excel, Word, and online libraries. The data collections were derived from observation, intervention in the research and data analyzed and extracted from annotations, activities done by the subjects, consultations with the Ministry of Health, images, records, and questionnaires. Therefore, modeling presents several possibilities for the mathematics teaching and learning processes and its realization can take place in a natural way, meeting the conditions of the classroom and/or the extracurricular conditions, according to the clientele, environment, school reality, teacher preparation, mathematical concepts to be developed, resources available and goals to be achieved, focusing on learning.
{"title":"MODELAGEM MATEMÁTICA EM EDUCAÇÃO MATEMÁTICA: POSSIBILIDADES PARA OS PROCESSOS DE ENSINO E DE APRENDIZAGEM / MATHEMATICAL MODELING IN MATHEMATICAL EDUCATION: POSSIBILITIES FOR TEACHING AND LEARNING PROCESSES","authors":"M. R. Soares, G. S. Júnior, J. Gualandi","doi":"10.7867/1982-4866.2021V27N1P03-25","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P03-25","url":null,"abstract":"In the literature of mathematical modeling, there are different procedures (steps or possibilities of approaches) to develop and explore it in mathematics teaching. This article aims to present and emphasize the essential possibilities to the mathematics teaching and learning processes, extracted from the literature and modeling activities developed in a degree course in mathematics. Methodologically, the study was supported by bibliographical and practical analyzes, qualitative research of an interpretative nature and a case study, using audiovisual materials such as software, Calc, Excel, Word, and online libraries. The data collections were derived from observation, intervention in the research and data analyzed and extracted from annotations, activities done by the subjects, consultations with the Ministry of Health, images, records, and questionnaires. Therefore, modeling presents several possibilities for the mathematics teaching and learning processes and its realization can take place in a natural way, meeting the conditions of the classroom and/or the extracurricular conditions, according to the clientele, environment, school reality, teacher preparation, mathematical concepts to be developed, resources available and goals to be achieved, focusing on learning.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79169326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P159-178
W. Pommer
Complex numbers represent a theoretical issue and are usually presented in a formal approach wrapped in an algebraic framework, which makes a difficulty understanding for high school and college students. The aim of this article was to find out how the conceptual image of complex numbers is expressed by students of a Bachelor's Degree in Science in relation to the imaginary unit and to see if and to what extent this conceptual image can be increased through a didactic intervention. The imaginary unity is an obstacle to complex numbers learning, which requires a survey of the evoked concept image by students in facing to activities involving complex numbers. In the methodological part, a didactic intervention was developed and applied, adapted from the three initial phases of the Dialectic Tool-Object, described in Douady (1986), to students of a public university at São Paulo state. The results revealed a little improvement in the students' conceptual image promoted by the possibility of changing from the arithmetic to the geometric frame arising from the didactic intervention application.
{"title":"A UNIDADE IMAGINÁRIA: AS IMAGENS CONCEITUAIS EVOCADAS POR ALUNOS DE UM CURSO DE LICENCIATURA EM CIÊNCIAS / IMAGINARY UNIT: THE CONCEPT IMAGE EVOKED BY STUDENTS OF A BACHELOR'S DEGREE IN SCIENCE","authors":"W. Pommer","doi":"10.7867/1982-4866.2021V27N1P159-178","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P159-178","url":null,"abstract":"Complex numbers represent a theoretical issue and are usually presented in a formal approach wrapped in an algebraic framework, which makes a difficulty understanding for high school and college students. The aim of this article was to find out how the conceptual image of complex numbers is expressed by students of a Bachelor's Degree in Science in relation to the imaginary unit and to see if and to what extent this conceptual image can be increased through a didactic intervention. The imaginary unity is an obstacle to complex numbers learning, which requires a survey of the evoked concept image by students in facing to activities involving complex numbers. In the methodological part, a didactic intervention was developed and applied, adapted from the three initial phases of the Dialectic Tool-Object, described in Douady (1986), to students of a public university at São Paulo state. The results revealed a little improvement in the students' conceptual image promoted by the possibility of changing from the arithmetic to the geometric frame arising from the didactic intervention application.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88656642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P26-41
Lidiane Bolzan Druzian, Rosemar de Fátima Vestena
This research aims to describe the construction stages of an educational product called “From everyday life to school experiences: Knowledge and memories of Integrated High School students”, which is a resource intended to register students' daily knowledge. This product is the result of a dissertation titled "The influences of Natural Science knowledge over the student’s option for the Technical Course in Integrated Agriculture at the Federal Farroupilha Institute – on São Vicente do Sul Campus (IFFar/SVS)". It was designed to measure and record the daily knowledge of students who entered the Technical Course in Integrated Agriculture at the IFFar/SVS in 2018, with a view to integrating such a knowledge into the course curriculum. When applied to the students, the resource enabled the manifestation of culinary, agricultural, fishing and livestock knowledge, which could be transformed into school knowledge. Thus, this study reinforces the didactic and curricular potential of the product and suggests its replication in similar contexts and educational realities.
{"title":"DAS VIVÊNCIAS À ESCOLA: CONHECIMENTOS E MEMÓRIAS DE ESTUDANTES DO ENSINO MÉDIO INTEGRADO / FROM EVERYDAY LIFE TO SCHOOL EXPERIENCES: KNOWLEDGE AND MEMORIES OF INTEGRATED HIGH SCHOOL STUDENTS","authors":"Lidiane Bolzan Druzian, Rosemar de Fátima Vestena","doi":"10.7867/1982-4866.2021V27N1P26-41","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P26-41","url":null,"abstract":"This research aims to describe the construction stages of an educational product called “From everyday life to school experiences: Knowledge and memories of Integrated High School students”, which is a resource intended to register students' daily knowledge. This product is the result of a dissertation titled \"The influences of Natural Science knowledge over the student’s option for the Technical Course in Integrated Agriculture at the Federal Farroupilha Institute – on São Vicente do Sul Campus (IFFar/SVS)\". It was designed to measure and record the daily knowledge of students who entered the Technical Course in Integrated Agriculture at the IFFar/SVS in 2018, with a view to integrating such a knowledge into the course curriculum. When applied to the students, the resource enabled the manifestation of culinary, agricultural, fishing and livestock knowledge, which could be transformed into school knowledge. Thus, this study reinforces the didactic and curricular potential of the product and suggests its replication in similar contexts and educational realities.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86938870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P212-234
Franciane De Fátima Foques, Noemi Sutil
In this work, meaningful learning perspectives are articulated to multisensory domain, in a design relevant to multisensory experimental activities. Pertinent to this composition, demands concerning the inclusion of students with visual impairment in Chemistry teaching are evidenced. Within this scope, Chemistry teachers and undergraduate students’ perceptions on these demands are analyzed. Interpretation claims proceed from field diary notes and audio records’ analysis, according to Content Analysis assumptions, concerning four Learning Workshop meetings in Curitiba, Paraná, in 2019. Perceptions refer to aspects concerning interaction, communication and articulation of demands, involving teachers and students with and without visual impairment. The subjects expressed learning conception with distinction of logical and psychological aspects, in a multi-sensorial perspective. They distinguished apprentice singular features and previous knowledge. They also expressed acknowledgment of processes for establishing relationships relevant to the empirical-concrete domain and essential attributes of concepts, allocating specificities regarding Chemistry contents and information gathering by means of diverse senses. However, inadequate Chemistry notions and approach were evidenced. It is pointed out the demand for teacher education concerning the inclusion of students with visual impairment in Chemistry teaching.
{"title":"APRENDIZAGEM SIGNIFICATIVA, ATIVIDADES EXPERIMENTAIS MULTISSENSORIAIS E INCLUSÃO DO ALUNO COM DEFICIÊNCIA VISUAL: PERCEPÇÕES DE LICENCIANDOS E DOCENTES DE QUÍMICA / MEANINGFUL LEARNING, MULTISENSORY EXPERIMENTAL ACTIVITIES AND INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT: CHEMISTRY TEACHERS AND UNDE","authors":"Franciane De Fátima Foques, Noemi Sutil","doi":"10.7867/1982-4866.2021V27N1P212-234","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P212-234","url":null,"abstract":"In this work, meaningful learning perspectives are articulated to multisensory domain, in a design relevant to multisensory experimental activities. Pertinent to this composition, demands concerning the inclusion of students with visual impairment in Chemistry teaching are evidenced. Within this scope, Chemistry teachers and undergraduate students’ perceptions on these demands are analyzed. Interpretation claims proceed from field diary notes and audio records’ analysis, according to Content Analysis assumptions, concerning four Learning Workshop meetings in Curitiba, Paraná, in 2019. Perceptions refer to aspects concerning interaction, communication and articulation of demands, involving teachers and students with and without visual impairment. The subjects expressed learning conception with distinction of logical and psychological aspects, in a multi-sensorial perspective. They distinguished apprentice singular features and previous knowledge. They also expressed acknowledgment of processes for establishing relationships relevant to the empirical-concrete domain and essential attributes of concepts, allocating specificities regarding Chemistry contents and information gathering by means of diverse senses. However, inadequate Chemistry notions and approach were evidenced. It is pointed out the demand for teacher education concerning the inclusion of students with visual impairment in Chemistry teaching.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90636079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P79-100
S. S. Santos, G. Barbosa, Celi Espasandin Lopes
This article aims to investigate the performance of a group of students, through three activities involving the reading and interpretation of bar graphs, sectors, and lines. This study involved 32 9th grade (14 years) students from a private school on the south coast of the state of São Paulo. For this purpose, a qualitative analysis was carried out from a diagnostic and descriptive perspective. The process of analyzing the graph language understanding was based on the ideas proposed by Curcio, who considers three levels of graph language comprehension. We concluded that this group of students has a low performance in the understanding of the graph language of the second level, but in the first and third levels the students had more agility in the three types of assessed graphs.
{"title":"LEITURA E INTERPRETAÇÃO DE GRÁFICOS ESTATÍSTICOS: UMA ANÁLISE SOBRE O ENTENDIMENTO DE ALUNOS DE UM 9.º ANO / READING AND INTERPRETATION OF STATISTICAL GRAPHS: AN ANALYSIS OF THE UNDERSTANDING OF 9TH GRADE STUDENTS","authors":"S. S. Santos, G. Barbosa, Celi Espasandin Lopes","doi":"10.7867/1982-4866.2021V27N1P79-100","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P79-100","url":null,"abstract":"This article aims to investigate the performance of a group of students, through three activities involving the reading and interpretation of bar graphs, sectors, and lines. This study involved 32 9th grade (14 years) students from a private school on the south coast of the state of São Paulo. For this purpose, a qualitative analysis was carried out from a diagnostic and descriptive perspective. The process of analyzing the graph language understanding was based on the ideas proposed by Curcio, who considers three levels of graph language comprehension. We concluded that this group of students has a low performance in the understanding of the graph language of the second level, but in the first and third levels the students had more agility in the three types of assessed graphs.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82561055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P194-211
Camila Boszko, C. T. W. Rosa
The present work consists of a discussion about the learning potential of learning, as an instrument of expressiveness of metacognitive elements, having as central question the following question: which metacognitive elements are shown to be favored at the moment when the graduates have the value of reflexes as way to learn? The study starts from the identification that the literature has been busy discussing this possibility without, however, presenting a study that shows the details of which metacognitive elements are favored and which deserve to be reviewed. The data for this discussion were produced through semi-structured interviews with eight physics teachers in the initial training process who used learning diaries during an academic semester and linked to a curricular component. The results showed that the learning diaries can be considered to favor this way of thinking. However, the study identified weaknesses in some metacognitive components pointing to the possibility that these diaries are accompanied by guidelines or questionnaires that help the activation of this way of thinking.
{"title":"DIÁRIOS DE APRENDIZAGEM COMO INSTRUMENTO DE PROMOÇÃO DO PENSAMENTO METACOGNITIVO: UMA DISCUSSÃO SOB A VISÃO DOS SUJEITOS ENVOLVIDOS / LEARNING DIARIES AS AN INSTRUMENT TO PROMOTE METACOGNITIVE THINKING: A DISCUSSION UNDER THE VIEW OF THE SUBJECTS INVOLVED","authors":"Camila Boszko, C. T. W. Rosa","doi":"10.7867/1982-4866.2021V27N1P194-211","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P194-211","url":null,"abstract":"The present work consists of a discussion about the learning potential of learning, as an instrument of expressiveness of metacognitive elements, having as central question the following question: which metacognitive elements are shown to be favored at the moment when the graduates have the value of reflexes as way to learn? The study starts from the identification that the literature has been busy discussing this possibility without, however, presenting a study that shows the details of which metacognitive elements are favored and which deserve to be reviewed. The data for this discussion were produced through semi-structured interviews with eight physics teachers in the initial training process who used learning diaries during an academic semester and linked to a curricular component. The results showed that the learning diaries can be considered to favor this way of thinking. However, the study identified weaknesses in some metacognitive components pointing to the possibility that these diaries are accompanied by guidelines or questionnaires that help the activation of this way of thinking.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89199320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.7867/1982-4866.2021V27N1P179-193
Pedro Leal De Souza, Peterson Fernando Kepps da Silva, Lavínia Schwantes
Research in the field of Science Education has shown us how discussions on the History and Philosophy of Science (HFC) contribute to the formation of more critical teachers. In the present article, we aim to investigate the understandings that two classes in a Biological Sciences course have about science. In both, we applied a questionnaire with ten questions at the entrance to the course and at the exit. Of these ten, we selected one: say what do you mean by science? We were able to analyze how this understanding changed or not and articulate it with several HFC authors such as Chalmers (1993) and Feyerabend (1977) in addition to more contemporary ones such as Lyotard (2009) and Sousa-Santos (2008). The multiplicity present in the answers, enabled us to infer whether there is an influence of the course on the students' conceptions and the importance of these discussions for teacher education.
{"title":"ENTENDIMENTOS DE CIÊNCIA AO LONGO DE UM CURSO DE LICENCIATURA EM CIÊNCIAS BIOLÓGICAS / SCIENCE UNDERSTANDINGS OF STUDENTS ALONG A BIOLOGICAL SCIENCES UNDEGRADUATE COURSE THAT FORMS SCIENCE AND BIOLOGY TEACHERS","authors":"Pedro Leal De Souza, Peterson Fernando Kepps da Silva, Lavínia Schwantes","doi":"10.7867/1982-4866.2021V27N1P179-193","DOIUrl":"https://doi.org/10.7867/1982-4866.2021V27N1P179-193","url":null,"abstract":"Research in the field of Science Education has shown us how discussions on the History and Philosophy of Science (HFC) contribute to the formation of more critical teachers. In the present article, we aim to investigate the understandings that two classes in a Biological Sciences course have about science. In both, we applied a questionnaire with ten questions at the entrance to the course and at the exit. Of these ten, we selected one: say what do you mean by science? We were able to analyze how this understanding changed or not and articulate it with several HFC authors such as Chalmers (1993) and Feyerabend (1977) in addition to more contemporary ones such as Lyotard (2009) and Sousa-Santos (2008). The multiplicity present in the answers, enabled us to infer whether there is an influence of the course on the students' conceptions and the importance of these discussions for teacher education.","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90860946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-69005-2_6
G. Chiurazzi
{"title":"Beyond Dominion: A Microphysics of Freedom","authors":"G. Chiurazzi","doi":"10.1007/978-3-030-69005-2_6","DOIUrl":"https://doi.org/10.1007/978-3-030-69005-2_6","url":null,"abstract":"","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79148149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-69005-2_5
G. Chiurazzi
{"title":"The Transformation of the Real: Infinity, Continuity and Event","authors":"G. Chiurazzi","doi":"10.1007/978-3-030-69005-2_5","DOIUrl":"https://doi.org/10.1007/978-3-030-69005-2_5","url":null,"abstract":"","PeriodicalId":50561,"journal":{"name":"Dynamis","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77512087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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