A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/13393 |
Resumo: | The present work investigated how the interdisciplinarity is present in different contexts of Biology teaching. This research used a quanti-qualitative approach, through documentary analysis, semi-structured questionnaires and interventions. Initially, questions about the National High School Examination Virus (ENEM) were analyzed from 1998 to 2014 to identify how interdisciplinary and contextualisation were present. A total of 473 high school students (MS) and 43 Biology professors from 17 schools from different municipalities of Rio Grande do Sul (RS) participated in the study, in addition to 79 undergraduate students in Biological Sciences from three institutions. Higher Education of the RS. Also, students and teachers of an EJA class from a state school in the central region of RS and a group of Basic Education teachers participating in a continuing education course from another state school in the northwest RS region were research subjects. The analysis of the ENEM evidence pointed out that the contextualization and interdisciplinarity, although present in the questions, is not required for resolution. Research with MS students and teachers has shown that there are different interests between the two groups. While the former wants to learn current topics that allow relationships between biology and other areas of knowledge (languages, mathematics, humanities and natural sciences), biology teachers prioritize in their classes what is in the textbook. When compared to Biology graduates, Biology teachers demonstrated greater difficulty in selecting content from the Virus theme of an initial listing. However, teachers have a greater ability to relate subjects to different areas of knowledge than to undergraduates. The implementation of the Islands of Rationality methodology in the EJA encouraged the protagonism and criticality of the students. The evaluation of a methodology that assists in the organization of interdisciplinary activities, based on the construction of Relational Schemas, has shown to have a good potential during the short course given to a group of Basic Education teachers. It is hoped that the results of this set of investigations will subsidize, in addition to new research, new perspectives on the teaching of biology, contributing to the knowledge being seen in a less fragmented way. |
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A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologiaThe interdisciplinarity in different educational contexts: contributions to biology teachingEnsino de biologiaCurrículoFormação de professoresIlhas interdisciplinares de racionalidadeBiology teachingCurriculumTeacher trainingInterdisciplinary rationality islandsCNPQ::OUTROS::CIENCIASThe present work investigated how the interdisciplinarity is present in different contexts of Biology teaching. This research used a quanti-qualitative approach, through documentary analysis, semi-structured questionnaires and interventions. Initially, questions about the National High School Examination Virus (ENEM) were analyzed from 1998 to 2014 to identify how interdisciplinary and contextualisation were present. A total of 473 high school students (MS) and 43 Biology professors from 17 schools from different municipalities of Rio Grande do Sul (RS) participated in the study, in addition to 79 undergraduate students in Biological Sciences from three institutions. Higher Education of the RS. Also, students and teachers of an EJA class from a state school in the central region of RS and a group of Basic Education teachers participating in a continuing education course from another state school in the northwest RS region were research subjects. The analysis of the ENEM evidence pointed out that the contextualization and interdisciplinarity, although present in the questions, is not required for resolution. Research with MS students and teachers has shown that there are different interests between the two groups. While the former wants to learn current topics that allow relationships between biology and other areas of knowledge (languages, mathematics, humanities and natural sciences), biology teachers prioritize in their classes what is in the textbook. When compared to Biology graduates, Biology teachers demonstrated greater difficulty in selecting content from the Virus theme of an initial listing. However, teachers have a greater ability to relate subjects to different areas of knowledge than to undergraduates. The implementation of the Islands of Rationality methodology in the EJA encouraged the protagonism and criticality of the students. The evaluation of a methodology that assists in the organization of interdisciplinary activities, based on the construction of Relational Schemas, has shown to have a good potential during the short course given to a group of Basic Education teachers. It is hoped that the results of this set of investigations will subsidize, in addition to new research, new perspectives on the teaching of biology, contributing to the knowledge being seen in a less fragmented way.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO presente trabalho investigou como a interdisciplinaridade está presente em diferentes contextos de ensino de Biologia. Esta pesquisa utilizou abordagem quanti-qualitativa, por meio de análise documental, questionários semiestruturados e de intervenções. Inicialmente foram analisadas questões sobre a temática Vírus presentes no Exame Nacional do Ensino Médio (ENEM) no período de 1998 a 2014, para identificar como a interdisciplinaridade e contextualização estavam presentes. Na sequência participaram da pesquisa 473 estudantes concluintes do Ensino Médio (EM) e 43 professores de Biologia de 17 escolas pertencentes a diferentes municípios do Rio Grande do Sul (RS), além de 79 estudantes do curso de graduação em Ciências Biológicas de três instituições de Ensino Superior do estado. Ainda, foram sujeitos de investigação alunos e professores de uma turma da modalidade EJA de uma escola estadual da região central e um grupo de professores da Educação Básica participantes de um curso de formação continuada de outra escola estadual da região noroeste do RS. Os resultados desta pesquisa mostraram que o ensino de Biologia, no formato atual, não favorece o desenvolvimento de abordagens interdisciplinares na escola. As análises das provas do ENEM apontaram que, a contextualização e interdisciplinaridade, embora presentes nas questões, não são exigidas para a resolução. A investigação com alunos e professores do EM mostrou que existem interesses diferentes entre os dois grupos. Enquanto o primeiro quer aprender temas atuais, que permitem relações entre a Biologia e as outras áreas do conhecimento, os professores de Biologia priorizam em suas aulas o que está no livro didático. Quando comparados aos licenciandos de Biologia, os professores de Biologia demonstraram maior dificuldade em selecionar conteúdos da temática Vírus de uma listagem inicial. Entretanto, os professores possuem mais facilidade em relacionar os assuntos entre as diferentes áreas do conhecimento do que os licenciandos. A implementação da metodologia das Ilhas de Racionalidade na EJA incentivou o protagonismo e criticidade dos alunos. A avaliação de uma metodologia que auxilia na organização de atividades interdisciplinares, a partir da construção de esquemas relacionais, demonstrou ter um bom potencial durante o curso de curta duração ministrado para um grupo de professores da Educação Básica. Espera-se que os resultados desse conjunto de investigações subsidiem, além de novas pesquisas, novos olhares sobre o ensino de Biologia, contribuindo para que o conhecimento seja visto de forma menos fragmentado.Universidade Federal de Santa MariaBrasilEducação em CiênciasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasSepel, Lenira Maria Nuneshttp://lattes.cnpq.br/9187175270021411Boer, Noemihttp://lattes.cnpq.br/7067957507021073Pessano, Edward Frederico Castrohttp://lattes.cnpq.br/2760002240063004Temp, Daiana Sonegohttp://lattes.cnpq.br/8272723109593198Carlan, Francele de Abreuhttp://lattes.cnpq.br/9327222157358583Nicoletti, Elenize Rangel2018-06-13T21:42:57Z2018-06-13T21:42:57Z2017-02-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/13393porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-06-06T14:15:11Zoai:repositorio.ufsm.br:1/13393Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-06-06T14:15:11Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia The interdisciplinarity in different educational contexts: contributions to biology teaching |
title |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia |
spellingShingle |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia Nicoletti, Elenize Rangel Ensino de biologia Currículo Formação de professores Ilhas interdisciplinares de racionalidade Biology teaching Curriculum Teacher training Interdisciplinary rationality islands CNPQ::OUTROS::CIENCIAS |
title_short |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia |
title_full |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia |
title_fullStr |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia |
title_full_unstemmed |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia |
title_sort |
A interdisciplinaridade em diferentes contextos educacionais: contribuições para o ensino de biologia |
author |
Nicoletti, Elenize Rangel |
author_facet |
Nicoletti, Elenize Rangel |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sepel, Lenira Maria Nunes http://lattes.cnpq.br/9187175270021411 Boer, Noemi http://lattes.cnpq.br/7067957507021073 Pessano, Edward Frederico Castro http://lattes.cnpq.br/2760002240063004 Temp, Daiana Sonego http://lattes.cnpq.br/8272723109593198 Carlan, Francele de Abreu http://lattes.cnpq.br/9327222157358583 |
dc.contributor.author.fl_str_mv |
Nicoletti, Elenize Rangel |
dc.subject.por.fl_str_mv |
Ensino de biologia Currículo Formação de professores Ilhas interdisciplinares de racionalidade Biology teaching Curriculum Teacher training Interdisciplinary rationality islands CNPQ::OUTROS::CIENCIAS |
topic |
Ensino de biologia Currículo Formação de professores Ilhas interdisciplinares de racionalidade Biology teaching Curriculum Teacher training Interdisciplinary rationality islands CNPQ::OUTROS::CIENCIAS |
description |
The present work investigated how the interdisciplinarity is present in different contexts of Biology teaching. This research used a quanti-qualitative approach, through documentary analysis, semi-structured questionnaires and interventions. Initially, questions about the National High School Examination Virus (ENEM) were analyzed from 1998 to 2014 to identify how interdisciplinary and contextualisation were present. A total of 473 high school students (MS) and 43 Biology professors from 17 schools from different municipalities of Rio Grande do Sul (RS) participated in the study, in addition to 79 undergraduate students in Biological Sciences from three institutions. Higher Education of the RS. Also, students and teachers of an EJA class from a state school in the central region of RS and a group of Basic Education teachers participating in a continuing education course from another state school in the northwest RS region were research subjects. The analysis of the ENEM evidence pointed out that the contextualization and interdisciplinarity, although present in the questions, is not required for resolution. Research with MS students and teachers has shown that there are different interests between the two groups. While the former wants to learn current topics that allow relationships between biology and other areas of knowledge (languages, mathematics, humanities and natural sciences), biology teachers prioritize in their classes what is in the textbook. When compared to Biology graduates, Biology teachers demonstrated greater difficulty in selecting content from the Virus theme of an initial listing. However, teachers have a greater ability to relate subjects to different areas of knowledge than to undergraduates. The implementation of the Islands of Rationality methodology in the EJA encouraged the protagonism and criticality of the students. The evaluation of a methodology that assists in the organization of interdisciplinary activities, based on the construction of Relational Schemas, has shown to have a good potential during the short course given to a group of Basic Education teachers. It is hoped that the results of this set of investigations will subsidize, in addition to new research, new perspectives on the teaching of biology, contributing to the knowledge being seen in a less fragmented way. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-02-24 2018-06-13T21:42:57Z 2018-06-13T21:42:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/13393 |
url |
http://repositorio.ufsm.br/handle/1/13393 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
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UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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