History of science in biology textbooks: concepts of genotype and phenotype

Detalhes bibliográficos
Autor(a) principal: da Silva, Aline Alves
Data de Publicação: 2018
Outros Autores: Justina, Lourdes Aparecida Della
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p333
Resumo: The insertion of history and philosophy of science in biology classes of High School is a relevant factor in the teaching and learning process in this school subject. This paper aims to present and discuss the results of a research about how history of science is specified in textbooks. The sample involved 19 books, dated from 1955 to 2006. To analyze the data was used the following elements of the didactic transposition: depersonalization of knowledge, moral/biological ageing and the old/new dialectic. The results demonstrate that the most part of the samples did not reveal the historical aspects about the development of the genotype and phenotype concepts, in which only one of the books analyzed were discussed the historicity of the construction process of this concepts.
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spelling History of science in biology textbooks: concepts of genotype and phenotypeHistória da ciência em livros didáticos de biologia: os conceitos de genótipo e fenótipoThe insertion of history and philosophy of science in biology classes of High School is a relevant factor in the teaching and learning process in this school subject. This paper aims to present and discuss the results of a research about how history of science is specified in textbooks. The sample involved 19 books, dated from 1955 to 2006. To analyze the data was used the following elements of the didactic transposition: depersonalization of knowledge, moral/biological ageing and the old/new dialectic. The results demonstrate that the most part of the samples did not reveal the historical aspects about the development of the genotype and phenotype concepts, in which only one of the books analyzed were discussed the historicity of the construction process of this concepts.A inserção da história e filosofia da ciência em aulas de Biologia no Ensino Médio é um fator relevante no processo de ensino e aprendizagem nessa disciplina escolar. O objetivo deste trabalho é apresentar e discutir os resultados de uma pesquisa acerca de como a história da ciência é apresentada em livros didáticos. A amostra envolveu 19 livros, datados de 1955 até 2006. Para análise dos dados, recorreu-se aos seguintes elementos da transposição didática: despersonalização do saber, envelhecimento moral/biológico e a dialética antigo/novo. A partir dos resultados obtidos, evidenciou-se que a maioria dos materiais não apresenta os aspectos históricos do desenvolvimento dos conceitos de genótipo e fenótipo, sendo que somente um dos livros analisados aborda a historicidade do processo de construção destes conceitos.Universidade Federal de Santa Catarina2018-05-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p33310.5007/1982-5153.2018v11n1p333Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 1 (2018); 333-3571982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p333/36701Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessda Silva, Aline AlvesJustina, Lourdes Aparecida Della2018-05-21T12:47:11Zoai:periodicos.ufsc.br:article/50877Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-05-21T12:47:11Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv History of science in biology textbooks: concepts of genotype and phenotype
História da ciência em livros didáticos de biologia: os conceitos de genótipo e fenótipo
title History of science in biology textbooks: concepts of genotype and phenotype
spellingShingle History of science in biology textbooks: concepts of genotype and phenotype
da Silva, Aline Alves
title_short History of science in biology textbooks: concepts of genotype and phenotype
title_full History of science in biology textbooks: concepts of genotype and phenotype
title_fullStr History of science in biology textbooks: concepts of genotype and phenotype
title_full_unstemmed History of science in biology textbooks: concepts of genotype and phenotype
title_sort History of science in biology textbooks: concepts of genotype and phenotype
author da Silva, Aline Alves
author_facet da Silva, Aline Alves
Justina, Lourdes Aparecida Della
author_role author
author2 Justina, Lourdes Aparecida Della
author2_role author
dc.contributor.author.fl_str_mv da Silva, Aline Alves
Justina, Lourdes Aparecida Della
description The insertion of history and philosophy of science in biology classes of High School is a relevant factor in the teaching and learning process in this school subject. This paper aims to present and discuss the results of a research about how history of science is specified in textbooks. The sample involved 19 books, dated from 1955 to 2006. To analyze the data was used the following elements of the didactic transposition: depersonalization of knowledge, moral/biological ageing and the old/new dialectic. The results demonstrate that the most part of the samples did not reveal the historical aspects about the development of the genotype and phenotype concepts, in which only one of the books analyzed were discussed the historicity of the construction process of this concepts.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p333
10.5007/1982-5153.2018v11n1p333
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p333
identifier_str_mv 10.5007/1982-5153.2018v11n1p333
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p333/36701
dc.rights.driver.fl_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 1 (2018); 333-357
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
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