Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
LEMOS, Renata Araujo
 |
| Orientador(a): |
VALLE, Mariana Guelero do
|
| Banca de defesa: |
VALLE, Mariana Guelero do
,
MOTOKANE, Marcelo Tadeu
,
SILVA, Jackson Ronie Sá
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET
|
| Departamento: |
DEPARTAMENTO DE BIOLOGIA/CCBS
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/2396
|
Resumo: |
Representational constructions are widely used as a way of explaining and explaining concepts and / or phenomena. Thus, there are two types of representation: internal and external. In this investigation we focus on the external representation of the graphic type. This research has a qualitative approach, being a documental analysis, which aims to analyse the graphical representations present in Biology textbooks. The analysed documents correspond to the Biology textbooks approved by the 2018 Brazilian National Textbooks Program (PNLD). The types and levels of representation scale were analyzed in textbooks directed to the student, as well as the orientations present in the teacher's manuals. We used the content analysis as a methodological reference to identify the types of graphical representations and the orientations present in the teacher's manuals on the graphical representations and to analyze the levels of representation scale we use the reference that classifies in four: macroscopic, microscopic, submicroscopic and symbolic. The types and scale levels of the representations found in the textbooks were analysed, as well as the orientations present in the teacher’s guide. Regarding the types of representations, it was identified: phylogenetic trees, drawings, diagrams, schematics, formulas, photos, graphics, illustrations, maps, models, paintings, charts, Punnet square, radiographies, reconstitutions, representations, tables, and other representations which could not be identified because they lacked the necessary information. Regarding their levels, we identified macroscopic, microscopic, symbolic, and submicroscopic levels. Regarding the orientations on graphical representations present in the teacher’s guides, six indicators were elaborated: learning, language, purposes, abilities, orientations to the teacher, and fields/subjects. Our analysis indicated that criteria and caution is important in order to title a type of representation, for in several cases different names were used for figures that presented the same patterns. Thus, representations without identification in textbooks must be questioned, as we understand captions are fundamental to help comprehending what is being represented. The teacher’s guides also showed several aspects on usage of representation in the classroom, including a few of their purposes, development of the students’ abilities, as well as specific suggestions on how the teacher could use them. However textbooks presented a variety of types of graphical representations, their accompanying teacher’ guides showed a restricted number of typologies and did not detail how teachers could effectively implement them in their class plannings, executions, |
