Mulheres e a construção do conhecimento: uma proposta de ensino por meio de uma sequência de atividade temática com abordagem histórica da ciência para o tema DNA

Detalhes bibliográficos
Ano de defesa: 2020
Autor(a) principal: Pereira, Helen Wanderley Fernandes [UNIFESP]
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
DNA
Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=9992129
https://hdl.handle.net/11600/64670
Resumo: The lack of discussion about the participation of women in science in the classroom has been pointed out as one of the reasons that perpetuates the male vision of scientists that students have. Many authors argue that this male stereotype of a scientist has led women away from their scientific careers, making necessary actions that seek to take the discussion to schools. In this regard, the History of Science approach proved to be interesting, as it allows retrieving the stories of women who participated in the construction of scientific knowledge, in addition to allowing a reflection on aspects of the nature of science, which could transform the view of male science in students. Given this scenario, this research proposes a SAT (Thematic Activity Sequence) using the controversial historical episode of the discovery of the DNA double helix, which was attended by scientist Rosalind Franklin. The proposal has a support text for the teacher and the lesson plan, with the description of activities such as videos, text, timeline, game and simulated jury, in addition to guidance for the teacher. After the preparation of the SAT, an analysis of it was carried out following the parameters proposed by Forato (2009) for teaching materials that use the History of Science.