Antivivissecção na educação científica : uma proposta didática para a licenciatura em ciências biológicas

No contexto do presente trabalho, o termo vivissecção se refere a experimentos realizados com animais não humanos vivos no ensino visando observação, indução, ou constatação de fenômenos. O principal objetivo foi favorecer, através de uma estratégia didática, a construção de conceitos sobre antivivissecção pelos interlocutores da pesquisa. O trabalho foi desenvolvido durante um curso de formação ministrado a acadêmicos e professores da área de Licenciatura em Ciências Biológicas. O instrumento de coleta de dados consistiu em um questionário com questões abertas e fechadas. Os resultados chamam a atenção sobre a efetividade do planejamento e seleção adequada de recursos para a compreensão de conceitos sobre antivivissecção na Educação Científica. Também fornecem subsídios para se pensar a visão hegemônica utilitarista e especista no Ensino de Ciências

Os multimodos no ensino e aprendizagem de Biologia com abordagem ambiental para os conteúdos de animais vertebrados

Dentre os desafios atuais da educação científica está a superação do caráter propedêutico e desinteressante das Ciências. A construção do pensamento científico e a utilização da linguagem da ciência para discutir questões científicas e tomadas de decisões, requer distintas estratégias didáticas. Este trabalho busca verificar se os multimodos de representação constituem um conjunto de ferramentas que combinadas apoiam e facilitam a aprendizagem e os novos raciocínios referentes aos conteúdos de Biologia com abordagem ambiental e científica. Para tal, foi desenvolvida uma estratégia didática com alunos do Ensino Médio de uma escola pública do Brasil utilizando diferentes modos de representação para o ensino dos conteúdos de animais vertebrados. Os resultados apontam para ganhos significativos na construção de conceitos, no aprendizado relacional e contextual dos conteúdos por meio dos multimodos de representação

Constructivism: Defense or a Continual Critical Appraisal – A Response to Gil-Pérez et al.

Abstract. This commentary is a critical appraisal of Gil-Pérez et al.’s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of ‘normal’ science; (b) Authors fail to recognize the importance of von Glasersfeld’s contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the ‘student as a developing scientist’ facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals

Estado actual de la investigación arqueometalúrgica prehistórica en la provincia de Málaga

The lack of data on prehistoric metallurgical activities in Málaga made local prehistorians think that all the metal artefacts recovered in the province were of non-local origin. As a result of a project funded by the Junta de Andalucía, new data have been collected and we can begin to outline the development and socioeconomic importance that metal technologies have in different parts of Málaga throughout prehistory.La práctica inexistencia de datos sobre actividades metalúrgicas prehistóricas en Málaga y el vacío investigador que sobre este aspecto existía en la provincia habían creado un estado de opinión entre los prehistoriadores locales tendente a considerar como de origen extraprovincial la totalidad de los artefactos metálicos prehistóricos recuperados. Como resultado de un proyecto subvencionado por la Junta de Andalucía, estos datos que faltaban comienzan ahora a ser recuperados, y se puede empezar a trazar un esbozo general del desarrollo e importancia socieconómica que este grupo de tecnologías tuvieron en los diversos ambientes geográficos de la provincia de Málaga durante la prehistoria

Investigación del desarrollo y aprendizaje de la noción de aceleración en adolescentes

The aim of this article is to present some of the conclusions reached at the clinical research of the development and learning of the notion of acceleration in teenagers between 11 and 16. From the results therein obtained we gather conclusions that concern teaching implicitly. As a criterion to accede to the understanding of acceleration we tried its comprehension from a kinetic approach (AV/At). By means of three experiments we show the difficulties with which the students met to understand the concept of acceleration

Constructivism: Defense or a Continual Critical Appraisal – A Response to Gil-Pérez et al.

Abstract. This commentary is a critical appraisal of Gil-Pérez et al.’s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of ‘normal’ science; (b) Authors fail to recognize the importance of von Glasersfeld’s contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the ‘student as a developing scientist’ facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals

Investigación del desarrollo y aprendizaje de la noción de aceleración en adolescentes

The aim of this article is to present some of the conclusions reached at the clinical research of the development and learning of the notion of acceleration in teenagers between 11 and 16. From the results therein obtained we gather conclusions that concern teaching implicitly. As a criterion to accede to the understanding of acceleration we tried its comprehension from a kinetic approach (AV/At). By means of three experiments we show the difficulties with which the students met to understand the concept of acceleration

Síntesis evolutiva de investigaciones en enseñanza de ciencias

In this article, the working tearn, linked to Sao Paulo University, analizes the works of research that it is presently carrying out and displays its projects for the future. The works of research are made under two complementary lines: on the one hand, the thought in children and adolescents and, on the other, the evaluation of teaching methodologiec embodying results of the first line of research in their design that are based on constructivist proposals

Síntesis evolutiva de investigaciones en enseñanza de ciencias

In this article, the working tearn, linked to Sao Paulo University, analizes the works of research that it is presently carrying out and displays its projects for the future. The works of research are made under two complementary lines: on the one hand, the thought in children and adolescents and, on the other, the evaluation of teaching methodologiec embodying results of the first line of research in their design that are based on constructivist proposals