Sucessão ecológica: análise das concepções de estudantes ingressantes em um curso de Biologia por meio da história e transposição deste conceito
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Data
2012-02-10
Autores
Nunes, Patrícia da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O conceito de sucessão ecológica, que possui um potencial integrador no ensino de Ecologia, vem passando por diversas transformações desde que foi desenvolvido. Para entendê-lo faz-se necessária a compreensão de outros conceitos tais como, o de população, de ecossistemas, de relações entre os seres vivos e o de habitat. O entendimento deste processo justifica-se, pois, por meio dele, torna-se possível compreender a dinâmica vegetacional, essencial, dentre outras coisas, para a prática de restauração de áeras degradadas. Mesmo diante da importância desse conceito, muitas vezes, evidencia-se que aspectos necessários para o seu entendimento, como o caráter dinâmico das comunidades são apresentados de maneira distorcida, enfatizando-se inclusive a existência de um clímax estável. Assim, tendo em vista a importância desse conceito, objetivou-se neste trabalho analisar como os alunos ingressantes em um curso de Licenciatura em Ciências Biológicas o compreenderam, visando obter um indicador que auxilie na definição de estratégias didáticas que levem em consideração suas concepções alternativas. Foi dada preferência a esse público, pois esses futuros professores de Biologia, ainda no primeiro ano de graduação, carregam muitos dos conceitos aprendidos no Ensino Médio e ainda não sofreram intervenção sobre o assunto no nível superior. Para entender as concepções apresentadas pelos respondentes foam analisados livros didáticos e apostilas utilizadas por eles durante o Ensino Médio, bem como textos históricos sobre o conceito. Além disso, foi elaborado um diagrama semiótico, o qual auxiliou na análise dos esquemas elaborados pelos graduandos. Na análise dos manuais didáticos verificou-se que esse conceito geralmente é apresentado de maneira dogmática, simplista e fragmentada, desconsiderando-se...
The ecological succession concept, which has a potential integrator in the ecology teaching, has undergone several transformations since it was developed. To understand it is necessary to know other concepts suc as the population, relationship between living and habitat. The understanding of this process is justified because, through this, it's possible to understand the vegetation dynamics, essential, among other things, the practice of land reclamation. Even considering the importance of this concept, many times, it's clear that elements necessary for its understanding, as the communities' dynamic nature are presented in a distorted way, including emphasis on existence of a stable climax. Thus, in view of the importance of this concept, this study aimed to examine how newly admitted students (pre-service teachers' education in Biology's graduation) understand it, to obtain an indicator to assist in the strategies teaching definition that take into account their misconceptions. We choose this audience, because these future biology's teachers, in first year of graduation, they carry many of the concepts learned in high school and they haven't received intervention of college studies. To understand the concepts presented by the respondents were analyzed textbooks and handout used by them during high school, as well as historical texts about the concept. In addition, we constructed a semiotic diagram, which helped in the analysis of the schemes prepared by undergraduates. In the textbooks analysis we found that the concept is often presented in a dogmatic, simplistic and fragmented way, disregarding the complexity of the phenomenon. Moreover, the prospects of few researchers were explored in these materials, leaving a clear predilection for Clements' deterministic theories, over the Gleason's... (Complete abstract click electronic access below)
The ecological succession concept, which has a potential integrator in the ecology teaching, has undergone several transformations since it was developed. To understand it is necessary to know other concepts suc as the population, relationship between living and habitat. The understanding of this process is justified because, through this, it's possible to understand the vegetation dynamics, essential, among other things, the practice of land reclamation. Even considering the importance of this concept, many times, it's clear that elements necessary for its understanding, as the communities' dynamic nature are presented in a distorted way, including emphasis on existence of a stable climax. Thus, in view of the importance of this concept, this study aimed to examine how newly admitted students (pre-service teachers' education in Biology's graduation) understand it, to obtain an indicator to assist in the strategies teaching definition that take into account their misconceptions. We choose this audience, because these future biology's teachers, in first year of graduation, they carry many of the concepts learned in high school and they haven't received intervention of college studies. To understand the concepts presented by the respondents were analyzed textbooks and handout used by them during high school, as well as historical texts about the concept. In addition, we constructed a semiotic diagram, which helped in the analysis of the schemes prepared by undergraduates. In the textbooks analysis we found that the concept is often presented in a dogmatic, simplistic and fragmented way, disregarding the complexity of the phenomenon. Moreover, the prospects of few researchers were explored in these materials, leaving a clear predilection for Clements' deterministic theories, over the Gleason's... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Biologia, Ecologia, Didática, Biology, Ecology
Como citar
NUNES, Patrícia da Silva. Sucessão ecológica: análise das concepções de estudantes ingressantes em um curso de Biologia por meio da história e transposição deste conceito. 2012. 103 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2012.