Conceitos ecológicos estruturantes: investigando o pensamento de futuros professores de Ciências Biológicas
| Ano de defesa: | 2015 |
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| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual Paulista (Unesp)
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| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
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| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | http://hdl.handle.net/11449/135943 http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/25-02-2016/000858303.pdf |
Resumo: | Researches show that the future Biological Sciences teachers struggling to articulate biological knowledge disciplines with the didactic knowledage disciplines. Futhermore, Biology teaching is presented as memorizable and fragmented, which requires the setting of teaching and learning processes that may be suitable for addressing the contextualized Biology, which can be accomphished, for example by use of the structural concepts. Based on this problematization, the objective of this research was investigate and if there is the formation of a systemic thinking by students in an initial formation course in Biological Sciences. For this purpose, we seek to: investigate how Biological students of a state University expose his thoughts to agree or disagree with assertions related to ecological knowledge; investigate how these future teachers schematise biological concepts related to ecology in the construction of concept maps through the appropriation of structural concepts. After the investigation, was carried out a qualitative/quantitative analysis in addition to Pierce's semiotics analysis on relations of the data obtained in this research. As a result of these analysis were prepared significance synthesis boards and didactic strategies in the form of questions, based on structural ecological concepts in order to raise up discussions that can help built a more systemic thinking by graduate students and that can support the guiding principles for extrapolation of this thinking in other biological areas |