Dificuldades no ensino e aprendizagem de biologia evolutiva na educação básica analisadas por meio das representações sociais
Data
2019
Autores
Traglia, Beatriz Belloti di 
Orientadores
Azzalis, Ligia Ajaime
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O ensino de evolução biológica é considerado um eixo integrador dos conteúdos na área de biologia, sendo classificado como um dos temas estruturadores dos Parâmetros Curriculares Nacionais (PCNs). No entanto, por mais seja integrador e proposto para ser trabalhado de maneira integrada, muitas vezes, não é assim que as aulas de evolução são apresentadas. Outra dificuldade associada ao ensino e aprendizagem de evolução na educação básica está no fato de muitos estudantes possuírem concepções prévias sobre o tema. Em alguns casos, as concepções
podem ser diferentes do que é aceito cientificamente e os estudantes podem rejeitar os conhecimentos científicos. Este presente trabalho teve como proposta apresentar algumas das dificuldades associadas ao ensino e aprendizagem de evolução e por meio da aplicação de uma sequência didática (SD), avaliar se houve mudança nas representações sociais (RS) dos estudantes sobre o tema. A SD foi elaborada junto com a professora de biologia da escola na qual ocorreu o estudo. Os estudantes do 1o. ano do Ensino Médio dessa escola responderam um
questionário antes e após a aplicação da SD. Para a análise das palavras evocadas pelos alunos, usou-se o programa OpenEvoc. Ao iniciar a pesquisa, a hipótese era que poderia ser observada alguma rejeição ou não compreensão pelos estudantes quanto à evolução dos seres vivos. Como um dos fatores de rejeição, era esperado haver resistência dos estudantes devido a fatores
religiosos. Praticamente todos os estudantes que participaram dessa pesquisa já possuíam alguma representação quanto à evolução biológica. Para este grupo de estudantes participantes da pesquisa, a religião não foi o principal fator pelo qual eles rejeitam ou não compreendem a evolução biológica e nota-se que houve a ressignificação do que é evolução.
The Biological evolution teaching is considered one of the integrated axis content in the biology field, it is classified as one of the structural themes from the Parâmetros Curriculares Nacionais (PCNs). However, as much as this theme is considered an integrator, and is planned to be worked in a way that it can permeate different biology fields during the biology classes, in most of the cases that is not what happens during the evolution classes. Another difficulty associate to teaching and learning evolution in education the fact that many students have previously conceptions about this theme. In some cases, those conceptions may be different from what is acceptable in the scientific fields and the students may reject those concepts. This research had as proposal to present some of the difficulties related to teaching and learning biological evolution, through the application of a Didactic Sequence, and evaluate if the students had any change in their social representations about the topic proposed. The didactic sequence was created with the biology teacher from the school where the research was applied. The students of the first year of High School from this school answered a questioner after the didactic sequence was applied. To analyze the words written by the students it was used a software, OpenEvoc. In the beginning of this research, it was expected some resistance or lack of comprehension coming from the students regarding the evolution of the living beings. Religion was one of the factors that was expected to be motive to students reject the evolutionary theory. Almost every student that had participated in his research already had a social representation of the theme biological evolution. To this group of student’s religion was not the factor that made them reject or do not comprehend the evolutionary theory, it is notable that in this group of students there was a resignation related to biological evolution
The Biological evolution teaching is considered one of the integrated axis content in the biology field, it is classified as one of the structural themes from the Parâmetros Curriculares Nacionais (PCNs). However, as much as this theme is considered an integrator, and is planned to be worked in a way that it can permeate different biology fields during the biology classes, in most of the cases that is not what happens during the evolution classes. Another difficulty associate to teaching and learning evolution in education the fact that many students have previously conceptions about this theme. In some cases, those conceptions may be different from what is acceptable in the scientific fields and the students may reject those concepts. This research had as proposal to present some of the difficulties related to teaching and learning biological evolution, through the application of a Didactic Sequence, and evaluate if the students had any change in their social representations about the topic proposed. The didactic sequence was created with the biology teacher from the school where the research was applied. The students of the first year of High School from this school answered a questioner after the didactic sequence was applied. To analyze the words written by the students it was used a software, OpenEvoc. In the beginning of this research, it was expected some resistance or lack of comprehension coming from the students regarding the evolution of the living beings. Religion was one of the factors that was expected to be motive to students reject the evolutionary theory. Almost every student that had participated in his research already had a social representation of the theme biological evolution. To this group of student’s religion was not the factor that made them reject or do not comprehend the evolutionary theory, it is notable that in this group of students there was a resignation related to biological evolution
Descrição
Citação
TRAGLIA, Beatriz Belloti di. Dificuldades no ensino e aprendizagem de Biologia Evolutiva na Educação Básica analisadas por meio das representações sociais. Diadema, 2019, 62p. Dissertação (Mestrado em Ensino de Ciências e Matemática). Universidade Federal de São Paulo.