O ensino de evolução biológica no nível médio: investigando concepções de professores de biologia
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Data
2005-03-22
Autores
Licatti, Fábio [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O tema Evolução é de extrema importância no campo da Biologia, principalmente por possibilitar uma visão sintética dos conhecimentos acerca dos seres vivos. Em relação ao currículo de Biologia no Ensino Médio, propostas curriculares oficiais vêm sugerindo que: a) os conteúdos biológicos sejam abordados sob o enfoque ecológico-evolutivo; b) a partir de uma abordagem histórica dos seres vivos, sejam evidenciadas as transformações das diversas formas de vida ao longo do tempo geológico; c) seja adotada a perspectiva histórica da produção dos conhecimentos, tendo como pressuposto que a Ciência é um processo dinâmico, em constante transformação e não-neutra, sendo influenciada pelo contexto social de cada época. Esta pesquisa teve como objetivos: identificar e analisar concepções de professores de Ciências e Biologia sobre conteúdos de Evolução e seu ensino, em um contexto de formação continuada sobre o tema; contribuir para as discussões sobre o ensino de conteúdos de Evolução na disciplina de Biologia no Ensino Médio, tendo como referência a análise das concepções dos professores participantes da investigação. Realizou-se um curso de 40 horas de duração, dividido em 5 encontros, tendo como foco a discussão de questões conceituais sobre Evolução e sua importância no currículo de Biologia no Ensino Médio. Os dados para a pesquisa foram provenientes de: a) questionário para levantar dados gerais do grupo e idéias iniciais sobre Evolução; b) observação e registro dos encontros; c) entrevistas realizadas individualmente com cada professor após o curso; d) planos de ensino utilizados pelos professores. Esses dados foram categorizados e analisados através do método de análise de conteúdo. Os resultados da pesquisa indicaram problemas conceituais dos professores, tais como a ocorrência da herança dos caracteres adquiridos...
Evolution is a subject of extremely importance in Biology field, mainly because it gives a synthetic view of the knowledge about living beings. With relation to biological curriculum in secondary level, official documents have been suggesting to: a) deal with biological contents in an ecological-evolutionary approach; b) adopt an historical perspective of living beings, giving evidences of life transformations along geological time; c) adopt an historical perspective of the knowledge production, having as requirement that Science is a dynamic process, in constant transformation and non-neutral, being influenced by social context in each time. The purposes of this research was: to identify and to analyse Science and Biology teachers conceptions about Evolution contents and the teaching of these topics, in a teacher education context about the theme; to contribute with the discussions about the teaching of Evolution topics in secondary level, having as references the analyses of conceptions of the participating teachers of this investigation. A course with 40 hours was developed; it was divided in 5 meetings, having as focus of discussion Evolution concepts and their importance to Biology curriculum in secondary level. Data were provided from: a) questionnaire to obtain general data about the teachers and their initial ideas about Evolution; b) observation and writing notes during the meetings; c) interviews conducted individually with each teacher after the course; d) teaching planning used by these teachers. Data were categorized and analysed by the method of content analysis. The results indicated conceptual problems of the teachers, like the occurrence of inheritance of acquired characteristics, the association of Evolution with progress and the idea that the human being is the top of evolutionary process. Difficulties also were verified in deal with philosophical... (Complete abstract click electronic access below)
Evolution is a subject of extremely importance in Biology field, mainly because it gives a synthetic view of the knowledge about living beings. With relation to biological curriculum in secondary level, official documents have been suggesting to: a) deal with biological contents in an ecological-evolutionary approach; b) adopt an historical perspective of living beings, giving evidences of life transformations along geological time; c) adopt an historical perspective of the knowledge production, having as requirement that Science is a dynamic process, in constant transformation and non-neutral, being influenced by social context in each time. The purposes of this research was: to identify and to analyse Science and Biology teachers conceptions about Evolution contents and the teaching of these topics, in a teacher education context about the theme; to contribute with the discussions about the teaching of Evolution topics in secondary level, having as references the analyses of conceptions of the participating teachers of this investigation. A course with 40 hours was developed; it was divided in 5 meetings, having as focus of discussion Evolution concepts and their importance to Biology curriculum in secondary level. Data were provided from: a) questionnaire to obtain general data about the teachers and their initial ideas about Evolution; b) observation and writing notes during the meetings; c) interviews conducted individually with each teacher after the course; d) teaching planning used by these teachers. Data were categorized and analysed by the method of content analysis. The results indicated conceptual problems of the teachers, like the occurrence of inheritance of acquired characteristics, the association of Evolution with progress and the idea that the human being is the top of evolutionary process. Difficulties also were verified in deal with philosophical... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Evolução (Biologia), Concepções de professores, Formação de professores, Biological Evolution, Teachers conceptions
Como citar
LICATTI, Fábio. O ensino de evolução biológica no nível médio: investigando concepções de professores de biologia. 2005. 240 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2005.