The pre-service science and mathematics teachers’ knowledge content about the human body and their preparedness to follow the Brazilian common core national standards (BNCC)

• Ano de defesa: 2022
• Autor(a) principal: Dias, Gilberto de Paiva [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Universidade Federal de São Paulo
• Palavras-chave em Português: BNCC; Human body; Curriculum; Teacher training; Science teaching; Corpo humano; Currículo; Formação de professores; Ensino de ciências
• Link de acesso: https://repositorio.unifesp.br/handle/11600/67053

The Common Core National Standards (BNCC) for elementary education (EF) has been implemented in Brazilian schools` curricula since 2019 and scientific studies analyzing the impact of BNCC on abilities and competences in teaching and learning process of the science curriculum components, especially those referring to the human body, are still rare. The implementation of BNCC occurred without the proper initial or continuing training of science teachers, which can lead to inconsistencies in teaching due to the misalignment between the pedagogical knowledge of the content and the mandatory curriculum. This study evaluated the previous students’ knowledge entering in a Science-Licentiate course on the human body contents provided in BNCC, and the effectiveness of a course curricular unit (UC) of human anatomy and physiology in promoting mastering, learning and confidence to teach such contents. The analysis was performed based on the data collected through the application of structured questionnaires at the beginning and at the end of the UC. This study compared the effects of the remote development of the possible abilities acquired during face-to-face learning. Students have a high mastering of the abilities taught in the first year of elementary school (EF) which are related to hygiene and health of the human body. The lower mastering involves the abilities related to the nervous system. The abilities with high learning during basic education were those related to puberty, contraceptive methods, and prevention of sexually transmitted infections. The competences indicated as with high confidence to teach after having attended the UC were those related to the nervous and locomotor systems. The UC has significantly increased students' perception of the general mastering of the abilities, as well as the confidence in teaching them. The development acquired through the UC was similar in both cases, face-to-face and remote groups. Therefore, the analysis showed either that the competences provided in BNCC and those which should be taught to elementary students are not completely mastered by future science teachers, and a well-structured initial training course would improve their competence for future teaching.