Tese
A evolução biológica em diferentes contextos de ensino
Fecha
2014-08-29Registro en:
Oleques, Luciane Carvalho. BIOLOGICAL EVOLUTION IN DIFFERENT CONTEXTS OF EDUCATION. 2014. 110 f. Tese (Doutorado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2014.
Autor
Oleques, Luciane Carvalho
Institución
Resumen
Biological Evolution is a theme of extreme importance in biology, especially for
allowing an integrated view of live beings knowledge. Its approach in the context of
classroom is particularly difficult, in teaching for teachers, and in learning for
students. Thus, this research aims to identify and analyze the difficulties in
addressing this issue by high school teachers in public schools in the city of Santa
Maria, and also the understanding of undergraduate students on Biological Science,
Nature of Science and Biological Evolution, as well as analyzing the contributions of
the History of Science on the teaching of evolution present in biology textbooks. This
research shows its focus in a quantitative-qualitative approach, using as collecting
instrument questionnaire, interview and document analysis. Analysis and
interpretation of data used the Qualitative Textual Analysis and Collective Subject
Discourse methods. On teaching practice, teachers even recognizing the importance
of Biological Evolution as fact of explanation for the phenomenon of life, considering
this more like a theme from a list of contents than an integrator axis which permeates
all areas of biology. The visions of Nature of Science for students do not deviate from
a popular view of science and beliefs can influence the acceptance or rejection
towards scientific explanations. They have mostly a coherent understanding with
evolutionary ideas accepted by science and only a small proportion of students
shows distorted views about evolutionary thought. In the matter of history of science,
it is adequate on the books verified. The implications of this study for the teaching of
science should contribute as a reflection for teacher's pedagogic practice, and future
teachers creating new paths in teaching-learning process, compatible to scientific
knowledge.