O estudo de caso no ensino de biologia: uma vivência de aprendizagem em cenário real

Abstract

This research was conducted under the Research Group Education, Science and Sustainability in the Amazon, in order to grasp the potentials and limits of the case study method of teaching science on environmental issues in the context of an experience in real scenarios . We chose this method as an object of study by putting students in touch with social problems, encourage the development of critical thinking, problem solving skills and learning concepts in the area being worked. Several formats are a case study in teaching. We decided to use a variant of the format of activities in small groups called If stopped. The case study "The shrimp-da- Amazonia: a question of sustainability," therefore constituted a strategy for data collection, and these were treated from the look of discursive textual analysis in terms of Moraes and Galiazzi. The dynamic activities of the case study in teaching biology unleashed rich contributions to the development of student-centered learning experience in the context of real-world scenario, as we pointed out, from the speech of students who: the guiding questions and socialization information of scientific contents facilitate the apprehension and the collective construction of scientific knowledge; to develop a methodology focuses on the student there is the need of the teacher to develop a diverse didactic sequencing not to discourage students during independent activities; for autonomous learning, the student must leave the shackles of governing education so you can afford to build knowledge from their own resources; and experience in the real scenario contributes to the scientific apprehension of plurality and reworking of student knowledge. In these respects, we ponder that contact with reality provided to students is a constant and re-do on the comings and goings of those who continually weave the web of wisdom. Who teaches the learner learns and teaches each other and yourself.