Biology in high school: educational conceptions about teaching and learning

• Autor(a) principal: Duré, Ravi Cajú
• Data de Publicação: 2021
• Outros Autores: Andrade, Maria José Dias, Abílio, Francisco José Pegado
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/13665
• topic: Área: Ensino-Aprendizagem. Subárea: Métodos e Técnicas de Ensino; Ensino Médio; Ensino de Ciências; Formação de professores; Didática das Ciências.; High school; Science teaching; Teachers formation; Didactics of the Sciences

The current study had as main objective investigate the teaching conceptions in central aspects of the routine of biology classes, by describing and analysing the insight that these teachers developed through their professional experiences about the teaching and learning from high school students. For this, we conducted a qualitative research based on phenomenology fundaments, defining the sample by the theoretical saturation of data (which occurred in the interview with the tenth teacher). The semi-structured interviews were performed in 2017 and were based on two guiding questions: what are the skills and abilities necessary to a high school biology teacher; and what are their main difficulties in relation to the high school students’ learning. The results pointed out that in relation to the most important teaching abilities and skills, the contextualization of the subjects with the daily lives of the students (70% of the teachers), and the mastery of multiple subjects (50%), were the most pointed categories by the teachers who participated in the research. In relation to the learning difficulties of the students, the complexity of the language required by the biology curriculum (70% of the teachers), and the students’ difficulty to write and comprehend texts (60%) were pointed as the most relevant topics. Such results demonstrate that the biology teachers have been defending a more student focused teaching, in which the contextualization of the subjects and curriculums with the students’ significance universe must become biology’s central core in high school. The results may contribute to the restruturing of educational curriculums and pedagogical practices that could supply the learning diffculties pointed by the interviewed teachers.