Navegando por Assunto "Biologia (Ensino médio)"

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Os sentidos da pluralidade de atividades no ensino de biologia: uma pesquisa-ação
(Universidade Federal do Pará, 2014-01-17) CUNHA, André Luiz Rodrigues dos Santos; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
Teaching of Biological Sciences continues to prioritize oral exposure as a strategy in the classroom, even though teachers are aware that, in education, students can not be viewed as homogeneous. Unlike a predominantly teaching with lectures, I have questioned: does the variability of instructional strategies provide increased motivation and participation of students for study and learning Biology? To reflect on this issue, I sought to understand how students' motivation was affected by the diversification of teaching Biology activities. The method chosen was a qualitative approach through action research. The locus of the research was the Escola de Aplicação (School of Application) of the Universidade Federal do Pará (Federal University of Pará), in the city of Belém, due to its proposition of diversification and experimentation of educational activities. The subjects were six students graduating from high school. The survey was conducted in twenty- one (21) weekly meetings in the shift from the regular classes, in the period April to December 2012. Several subjects of Biology proposed by me as a teacher-researcher and/or requested by students were worked using various strategies such as recreational activities, movies, music, text, textbook, field activities, comics and oral presentation. There was dialogue with the authors that deal with these strategies as well as with González Rey theory of subjectivity to understand the subjective meanings of the participating students. In this study, I sought to highlight the perceptions of students, and how each educational activity conducted influenced the production of meanings in different subjects involved. I emphasize that the motivation was not achieved by simple variation of activities, but the line established between students and teachers from diverse strategies worked. It was understood by this paper that motivation is not something universally achieved, but a multidimensional concept, in other words, composed of various dimensions and that in the case of the subjectivity of the subjects involved is associated with meanings that emerge from the situation experienced by them in the course activities. Motivation is not innate, but a co-construction of the subjects involved in this scenario and that the goals and objectives of teachers and students need to be tuned and point in the same direction.
Acesso aberto (Open Access)
Sequência didática investigativa de bioética em genética: temas e dilemas no ensino de Biologia
(Universidade Federal do Pará, 2020-12) PACÍFICO, Camila Marreira; PINHEIRO, Sheila Costa Vilhena; http://lattes.cnpq.br/7368287433360653; https://orcid.org/0000-0002-6614-5398
The present work consists of the elaboration of an Investigative Didactic Sequence (SDI) for the teaching of Bioethics in Genetics, in the context of Biology contents for high school. The objective is to promote the teaching of bioethics through varied resources and strategies, based on investigative teaching. The methodological approach chosen to work on this theme was the investigative approach, which gave rise to the product entitled: TEACHING BIOETHICS IN GENETICS: Investigative Didactic Sequence for High School. In final, non-conclusive terms, it can be seen that some steps are fundamental for the elaboration of a product with a focus on a teaching and learning process for the context of studies in Biology, such as: Knowing the characteristics of an SDI, for bibliographic survey; define the aspects of investigative education that would be covered in the SDI and the choice of topics to be addressed in the SDI. In addition, the structuring of an SD implies that each moment and the steps of an SDI must be properly presented in the format of guidance for the teacher, explaining intended objectives, the duration of the activities, the place where they are carried out, the material resources, didactic and methodological methods, the applied methodology and the evaluation proposal. Investigative teaching should be the structuring axis of SD, which is why it is necessary to define common characteristics in the literature, such as: choice of the object of study and problematization, expression of students' previous ideas and projection of hypotheses, construction and communication of new information produced by students and, finally, scientific expression and communication.
Acesso aberto (Open Access)
Ser vivo, ser espécie, ser classificado: epistemes, dispositivos e subjetivações no ensino de ciências e biologia
(Universidade Federal do Pará, 2013-12-16) VIEIRA, Eduardo Paiva de Pontes; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In general terms the objective of this research is related to the discussion of the effects of scientific rationality and its truths in the formation and work of teachers of science and biology. The analysis addresses the areas of acquisition of knowledge, its forms and its power relations problematizing the hegemonic thinking and contingent of biology in the twentieth century, demarcated in their evolutionary utterances and molecular. The biological sciences established as a finished product and continuously is questioned the extent that it defends the thesis that the presence of biology multiplies the productions of true and false, resulting in different modes to train teachers and to teach biological sciences in territories which are believed to have and maintain certain homogeneity. In this perspective, the research makes visible the statements that corroborate the thesis, using documents that narrate the daily life of science education and biology, such as books and periodicals of teacher training and teaching material used in basic education, among others. The documents shall be defined by the appearance of objects investigating. The analysis tools arranged on theories of Michel Foucault, especially concepts like épistémè and dispositif related to investigations systems of constitution of knowledge. The perspectives of épistémè and dispositif in this study are linked to the production of objects life, species and classification system, allowing thinking about the demarcation of content and networks established. In effect the body of this work brings in a deliberate imbricated form, analysis certain statements that refer to ways of thinking about what is to be alive, be species and be classified, predominantly in the period between the beginning of the twentieth century the beginning of the 21st century. Biology in this analytical perspective appears as a unified not knowledge, therefore, moving field, and struggle for power to signify the idea of life. Dispute which expresses itself in the teaching of biology producing multiple, nuances and contestants forms to tell about the living.