History and philosophy of science in Biology teaching

Neste trabalho, buscamos evidenciar a concepção de História da Biologia que é veiculada nos livros didáticos. Para tanto, analisamos três coleções de livros de Biologia destinados ao Ensino Médio, e alguns livros universitários usados em cursos de formação de professores. Ao analisar este material curricular foi possível observar que a história apresentada é desvinculada do contexto cultural de cada período histórico, o que pode levar o aluno a construir uma falsa representação da ciência e do fazer científico.In this work, we search forto evidences the conception of the History of Biology being is propagated in textbooks. We analyze three Biology book collections designed estined forto middle schooledium education, and some university books used in teacher education courses. When analyzing this curricular material it was possible to observe that the history of biology presented is disengaged from entailedofthe cultural context of each historical period, and this what can lead the student to construct a false representation of science and of scientific meaning making

Origem da vida: como licenciandos em Ciências Biológicas lidam com este tema? Life's origin: how do pre-service Biology teachers deal with this subject?

A presente pesquisa identificou e analisou a representação social do tema origem da vida entre estudantes da licenciatura em Ciências Biológicas de uma universidade federal do Rio de Janeiro. A coleta de dados foi realizada por meio de questionário, e seus resultados analisados qualitativamente, de acordo com a metodologia do Discurso do Sujeito Coletivo (DSC). A análise e discussão dos resultados permitiram concluir que a representação social dos licenciandos, em relação ao tema proposto, apresenta elementos de uma cultura religiosa e de uma cultura científica. A análise dos elementos científicos nos permitiu identificar algumas deficiências nos conhecimentos expressos por esses sujeitos; apresentamos indícios de que essas deficiências derivam basicamente de duas fontes: (a) a ausência de abordagem específica do tema no curso de graduação da universidade pesquisada e (b) o conteúdo dos livros didáticos do Ensino Médio.<br>This research identified and analyzed social representations about the life origin among preservice Biology teachers from a Rio de Janeiro federal university. Data were collected through questionnaires and the outcomes were analyzed in a qualitatively basis, according to the Collective Subject Discourse (CSD) approach. Data analysis and discussion allowed concluding that pre-service social representations about this subject, shows elements of a religious culture and the scientific ones. The scientific elements' analysis allowed identifying some deficiencies in the knowledge expressed by them; the outcomes provided evidences that those deficiencies come from two main sources: (a) lack of a approach to the origin of life subject, while in the undergraduate program; and (b) High School didactic books contents

The DNA puff BhB10-1 gene is differentially expressed in various tissues of Bradysia hygida late larvae and constitutively transcribed in transgenic Drosophila

We extended the characterization of the DNA puff BhB10-1 gene of Bradysia hygida by showing that, although its mRNA is detected only at the end of the fourth larval instar, BhB10-1 expression is not restricted to the salivary gland, the tissue in which this gene is amplified. Different amounts of BhB10-1 mRNA were detected in other larval tissues such as gut, Malpighian tubules, fat body, brain and cuticle, suggesting that this gene is expressed differentially in the various tissues analyzed. Analysis of transgenic Drosophila carrying the BhB10-1 transcription unit and flanking sequences revealed that the tested fragment promotes transcription in a constitutive manner. We suggest that either cis-regulatory elements are missing in the transgene or factors that temporally regulate the BhB10-1 gene in B. hygida are not conserved in Drosophila