A experimentação no ensino de Biologia: contribuições da teoria do ensino desenvolvimental para a formação no pensamento teórico
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2017-12-11
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Universidade Federal de Goiás
Resumo
The research aim scientific experimentation in the teaching of Biology and the contributions of
the theory of developmental teaching for the development of theoretical thinking in this
discipline. We start from the assumption that school education plays a fundamental role in
human psychic development, since it allows the access and internalization of the knowledge
historically accumulated by humanity under the forms of science, art and philosophy. We focus
on the historical-cultural theory and the theory of developmental teaching (VIGOTSKI, 2001,
DAVIDOV, 1985, 1988, 1999) to problematize the relationship between scientific
experimentation in the laboratory and the learning of biology concepts, highlighting the
possible contributions of the theory of developmental teaching to the formation of students'
theoretical thinking. The general objective of our research is to identify and analyze how
scientific experimentation in Biology teaching can contribute to the development of theoretical
thinking, seeking to understand the epistemological, psychological and pedagogical
fundamentals of developmental teaching theory by articulating them to the teaching of
biology. For this, we use methodological procedures as a bibliographic research on the
production of confectionery in respect to scientific experimentation in Biology teaching in
dissertations and theses in the west-central region and scientific events of the area (EREBIO /
ENEBIO / ENPEC) no period of 2011 to 2016 and the accomplishment of a didactic-formative
experiment with students of the first year of the High School of the IFMT, campus Bela Vista,
in the city of Cuiabá-MT. The bibliographic review showed that positivist and empirical concept
gives science and the conception traditional of teaching, of its genesis in the initial teacher
training, hide the understand from the scientific experimentation paper in the teaching two
contents of Biology, constituting itself as part of general mode organization from the teaching
this discipline. The didactic-formative experiment accomplished of with the students of the
first year revealed still of embryonic way or process of breaking as empirical thought or
development of a more elaborate and conscious way of thinking. The organization of the
Biology teaching with scientific experimentation from the developmental perspective can
effectively lead to the apprenticeship and development of two biological concepts. In spite of
some limitations, to accomplish the didactic-formative experiment, we can see important
contributions of the methodological proposal of Davidov as the understanding of the science
as a human construct for the formation of conceptual thought and mediating role of teacher
between student and knowledge in this investigative process of biological concept, in this
case, a cellular division, and for or understanding of Biology in your totality. We certify that a
scholar teaching who has been organized at developmental perspective will be able to fulfill
his or her role at the development from a period of time to acess or systematized cooperation
in the realm of life transformation.
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MIRANDA, Edna Sousa de Almeida. A experimentação no ensino de Biologia: contribuições da teoria do ensino desenvolvimental para a formação no pensamento teórico. 2017. 239 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2017.