Analysis systemic process genetic learning teaching the light of Grounded Theory

• Autor(a) principal: Silva, Cirlande Cabral da
• Data de Publicação: 2019
• Outros Autores: Kalhil, Josefina Diosdada Barrera
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
• Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/8045
• topic: Ensino-aprendizagem; Métodos e Técnicas de Ensino; Ensino de genética; Teoria fundamentada; Categorias; Teaching genetics; Grounded Theory; Categories

In the face of scientific and technological advances, the study and understanding of the issues surrounding genetics becomes essential. In this perspective, we investigated the elaboration of a (substantive) theory that could contribute to the understanding and understanding of the genetic learning teaching process. The first transcripts were started and from the method of Grounded Theory the first codes were obtained. These were grouped, observing those that were already presented initially as emerging subcategories. The emerging subcategories were also grouped in terms of their properties and dimensions and thus obtained the first analytical categories. It is important to emphasize that the analysis through the Grounded Theory revealed a central category called "Reorienting the Teaching Practice" and five other categories, which were: i) "Diversifying the class to facilitate understanding"; ii) "Realizing the complexity of the matter"; iii) "Seeking to understand the subject"; iv) "Modifying the class style"; v) "Modifying the way of teaching"