A significação do conhecimento biológico na escola: percepções de estudantes do ensino médio
-д хадгалсан:
| Үндсэн зохиолч: | |
|---|---|
| Хэвлэлийн огноо: | 2016 |
| Формат: | Master thesis |
| Хэл сонгох: | por |
| Эх сурвалж: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/1991 |
Тойм: | School biology is understood as an indispensable discipline so students can interpret the world they are in that is to understand better the environment and relations with their everyday life. However the Biology teaching nowadays is often disconnected from the context of the context the students experiences of life which complicates the attribution of meaning to the disciplinary knowledge. Faced with such a scenery the present study had the aim of knowing the perceptions of high school students about the significance of biological knowledge built un school. To know it was interacted with the Natural Sciences authors as Chassot (2000), Martelli (2004), Pozo and Crespo (2009), Marandino (2009), Krasilchik (1986 ; 2000) and with authors of pedagogical field as Chariot (2000; 2005) and Bruner (2001). The field work for is its time worked as investigation of two classes of sophomores a large school of public network Passo Fundo city. There were three data production strategies: a) a socio-economic profile questionnaire applied to students, b) watching classes, c) remarks conducting focus groups. From such procedures established the categories of analysis capable of expressing the perceptions of the subject in relation to group lessons of biology, a) meaning of content in health class; b)sense of the practical lessons of biology; c) pedagogical teacher student relationship. Data analysis based on such categories showed that the students subject of this research based on conceptions of biological knowledge built for them at school be possible to assign value and meaning to biological content when related to everyday life and their experiences. Still there is an interest by holding practical lessons however both teacher as authors agree that despite the recognition of the benefits brought by this practice to school routines they are still little used in the school context. Similarly it was understood too that students learn what is taught in peculiar ways hence the need for the teacher to be opened to understanding the knowledge and experience that each student brings into the classroom confirming the importance of pedagogic teacher students relationship. |