Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
LOPES, Fernanda Muniz Brayner
 |
| Orientador(a): |
LEÃO, Ana Maria dos Anjos Carneiro |
| Banca de defesa: |
CARVALHO, Ana Amélia Costa da Conceição Amorim Soares de,
MARTINS, Marcelo Machado,
ROCHA, Marília de França,
BASTOS, Heloísa Flora |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
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| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5391
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Resumo: |
The present research has the objective of evaluating the methodological proposition of applying the Multiple Perspectives Model (MoMuP) and Cooperative Learning principles in order to articulate experiential, content and pedagogical practice knowledge of university level educators through constructivist autonomy to re-elaborate complex-systemic comprehension of biological processes. Such methodology has been developed by professors with both bachelors and licentiate degrees from multiple areas of biology and medical sciences during virtual and personal meetings. A private group, GE-Glicemia, in the social network Facebook was used as virtual meeting environment. In those, cooperative dialogues were developed regarding Garfield’s biological processes in a complex-systemic perspective. Personal meetings involved individual building of parking lot schemes that worked as Deconstruction (or conceptual development) preparing the group for a further moment when the conceptual scheme was built collectively. The main premise was promoting an articulate concept reconstruction permeating science paradigms – Cartesian, Systemic and Complex. Result analysis revealed that it was possible to materialize a continuous in-service development of professors in order to improve Biology Teaching. From the individual and collective activities, participants reflected and elaborated their specific conceptual comprehension in the complex-systemic perspective. The theoretical-methodological choice of MoMuP allowed the Deconstruction, development and Reconstruction of concepts and paradigms. Group work favored the articulation, not only, of knowledge, but also, of pedagogical practices and experiences. Therefore, knowledge articulation in the complex-systemic Biology perspective in cooperative way is a possible path to minimize fragmentation in Biology Teaching. |
