Perceptions of undergraduate students in bBological Sciences about the embryology teaching in Basic Education: difficulties and strategies for didactic transpositionnceptions of licensing on cross-second approaches in Science teaching

• Autor(a) principal: Santos, Luciano Cardoso
• Data de Publicação: 2020
• Outros Autores: Ribeiro, Krisnayne Santos, Prudêncio, Christiana Andrea Vianna
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2480
• topic: Ensino; Embriologia; Educação Básica; Transposição didática; Teaching; Embryology; Basic education; Didactic transposition

This research presents the perceptions of undergraduates students in Biological Sciences on the difficulties and strategies of didactic transposition to teach embryology in Basic Education. We conducted semi-structured interviews with fifteen students of this course at a State University in the south of Bahia and the data were analyzed based on the methodology of Discursive Textual Analysis (MORAES; GALIAZZI, 2006). Our research has shown that the undergraduates students more frequently pointed the contextualization, the visual resources, games and didactic models as the strategies that they consider important to teach embryology. On the obstacles they pointed out, above all, the complexity, difficulty of visualizing the structures and high level of abstraction of the contents, besides the lack of adequate resources for the classes. We note that although undergraduates understand that embryology faces great difficulties in being worked on in school, they also present consistent ideas about transposing knowledge in this area. Thus, we believe that these data are important because they can contribute to improve the teaching of the Embryology curriculum component in undergraduate courses, especially in teacher training courses, as they could better reflect the needs and specificities of future teachers.