Evolução e origem da vida na concepção de alunos do ensino médio de uma escola da rede estadual de Sergipe

• Autor(a) principal: Vilas-Bôas, Marcelo de Menezes
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/12656
• topic: Biologia; Ensino de biologia; Ensino e aprendizagem; Ciências biológicas; Criacionismo; Darwinismo; Ensino médio; Escola pública (Sergipe, SE); Sergipe (SE); Learning; Science; Creationism; Darwinism; CIENCIAS BIOLOGICAS

Debating Science in the classroom is a singular challenge for High School teachers. This predicament is accentuated when the subjects are the Origin of Life and the Theory of Evolution, as the students are faced with concepts that conflict with their previous convictions. This work evaluates the acceptance of these two subjects by High School students at a State School in Aracaju, Sergipe, Brazil. For this assessment, a survey was applied consisting of 11 questions, 3 of witch refer to how the subject was approached, 3 consist of justification for the previous answers and 5 were used to characterize the sample. The submitted answers were divided in sample groups following the Discourse of the Collective Subject method, and were cross-analyzed with characterizing answers to avoid possible biases. For this analysis, a qui-square test was conducted with a relevance level of 0.05. Also, the keywords more recurrent in the answers were remarked. Through these analyses, it was possible to notice a clear interference of spiritual beliefs on the answers, to which the student’s religion significantly interferes at the question related to the origin of man and woman on Earth. Despite this, a greater acceptance of the evolutionary concepts regarding the diversity of species in the Earth was perceived The data points to a difficulty of the student to distinguish between belief and science and demands an intervention not only in the teaching process but also in the approach to scientific concepts as a whole.