MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was incorporated into the realization of inquiry-based tasks focused on the water regime of the plants. In the beginning, the students created a proposal solution protocols for the given tasks; then the protocols were collected and given away by codes to the other students for the assessment and provision of the written feedback. After the end of the research, the interview was done with the chosen students to obtain their subjective opinions on the process of the peer-feedback. The found results have shown that the majority of the students was able to provide adequate feedback. The feedback quality depended on what part students had an assessment. The students mostly tried to provide adequate advice which led to the improvement of the protocol content, but there were found a few protocol quality decreasing advice also. In these cases, the students did not acceptthis advice. The biggest problem for the students was the assessment of the chosen tools. In the none protocol were the tools correctly chosen, so the result was that the evaluating students were not sure of the correct solution. The research has been proven that peer-feedback can be the useful method of the formative assessment which is easy to incorporate to the various biology lesson tasks, mainly to the inquiry-based activities. The main potential of this assessment method is that the students formulate the feedback with their words and that makes it easier to understand to the particular problematics. During the protocols assessment, the students also have the possibility to compare and look to the other protocols, find their own mistakes and take an edification.

O debate contemporÃneo sobre o ensino de ciÃncias, no contexto da realidade brasileira, tem se encaminhado no sentido da busca de estratÃgias didÃticas e metodologias que potencialize a melhoria do ensino e da aprendizagem dos alunos. As proposituras que tem emergido desse debate, tem se encaminhado no sentido de trabalhar os conteÃdos em sala de aula com remissÃo ao cotidiano, o uso da Internet e os meios de interaÃÃo que ela tem possibilitado, sobretudo num contexto em que essas tecnologias estÃo visceralmente presente no cotidiano dos alunos mediando relaÃÃes e significados. Neste sentido, a presente pesquisa tem por objetivo geral analisar o potencial pedagÃgico da Aprendizagem Cooperativa associada ao o uso de um blog como ferramenta auxiliar no ensino e na aprendizagem de fotossÃntese no 1 ano do Ensino MÃdio. Deste objetivo emergem outros especÃficos que assim se apresentam: historicizar o Ensino de Biologia, particularmente a partir das mudanÃas normativas provocadas pela Nova LDB; analisar os fundamentos metodolÃgicos da Aprendizagem Cooperativa; aplicar a metodologia Jigsaw de Aprendizagem Cooperativa no ensino de fotossÃntese; favorecer a interaÃÃo dos alunos em um ambiente virtual - blog, permitindo-os aprender cooperativamente; comparar o rendimento de aprendizagem obtido na turma investigada em relaÃÃo à turma controle; conhecer a opiniÃo dos alunos da turma de pesquisa acerca da Aprendizagem Cooperativa e do uso do blog no ensino e na aprendizagem. As questÃes de pesquisa que orientaram este estudo foram assim expressas: Como a metodologia da Aprendizagem Cooperativa pode impactar na melhoria do ensino e da aprendizagem de fotossÃntese? O uso do mÃtodo Jigsaw proporciona a melhoria do ensino de fotossÃntese? Como relacionar o uso do blog com o mÃtodo Jigsaw na melhoria do ensino de fotossÃntese? Esta pesquisa se caracterizou por ser de natureza descritivo-bibliogrÃfica amparada no estudo de caso. à uma pesquisa que assumiu o mÃtodo dedutivo e o indutivo, abrigando tanto a pesquisa bibliogrÃfica como a de campo. A tÃcnica de pesquisa utilizada foi o uso de questionÃrio fechado e o uso do questionÃrio na Escala Likert. O campo da pesquisa foi um colÃgio privado, localizado no Centro da Cidade de Teresina-PI. A pesquisa chegou ao resultado de que à viÃvel utilizar o blog para dar suporte a Aprendizagem Cooperativa, possibilitando o compartilhamento do aprendizado obtido. / The contemporary debate on the teaching of science in the context of Brazilian reality, has directed towards the pursuit of teaching strategies and methodologies that leverage the improvement of teaching and student learning. The propositions that have emerged from this debate has been on its way to work the contents in the classroom with a reference to daily life, the use of the Internet and means of interaction that it has made possible, especially in a context where these technologies are viscerally present in students' everyday mediating relationships and meanings. In this sense, this research has the objective to analyze the pedagogical potential of Cooperative Learning associated with the use of a blog as an auxiliary tool in teaching and learning photosynthesis in the 1st year of high school. This aim emerge other specific so that they are: historicizing the Biology teaching, particularly from the regulatory changes brought about by the New LDB; analyze the methodological foundations of Cooperative Learning; apply the Cooperative Learning Jigsaw methodology in photosynthesis education; encourage student interaction in a virtual environment - blog, allowing them to learn cooperatively; compare the yield of learning obtained in the class investigated in relation to the control group; know the opinion of students of the research group on the Cooperative Learning and blog use in teaching and learning. The research questions that guided this study were thus expressed: As the methodology of cooperative learning can impact on improving teaching and learning photosynthesis? The use Jigsaw method provides improved photosynthesis teaching? How to relate the use of the blog with the Jigsaw method in improving the teaching of photosynthesis? This research was characterized as descriptive and bibliographical supported in the case study. It is a search that took deductive and inductive, housing both the literature as the field. The research technique was the use of closed questionnaire and the use of the questionnaire in Likert Scale. The field of research was a private school, located in the City Centre of Teresina-PI. The research came to the result that it is feasible to use the blog to support cooperative learning, enabling the sharing of the lessons learned.

In this study, the contributions of learning motivation, reasoning ability, learning orientation and gender to International Baccalaureate and National Program students&rsquo / mitosis and meiosis achievement was investigated. Participants of the study were 472 ninth grade students from a private high school in Ankara. Two hundred nineteen students (46%) were in International Baccalaureate Program and two hundred fifty three (54%) were in National Program. The study was conducted during the 2006-2007 Spring semester. Prior to the introduction of mitosis and meiosis topics, students&rsquo / motivations toward biology learning (self efficacy, active learning strategies, science learning value, performance goals, achievement goals, learning environment stimulation), formal reasoning abilities and learning approaches were measured by Students&rsquo / Motivation Towards Biology Learning Questionnaire, Test of Logical Thinking Ability scale and Learning Approach Questionnaire respectively. After the topics have been covered, a 20 item Mitosis and Meiosis Achievement Test was used to measure achievement in mitosis and meiosis topics. Multiple regression analysis revealed that achievement was explained in positive direction by formal reasoning ability and in negative direction by active learning strategies and rote learning in National Program classes. Self-efficacy and formal reasoning ability had significant contributions to achievement for International Baccalaureate students. The main predictor of achievement was formal reasoning ability for both International Baccalaureate and National Program students, explaining 4.7% and 10.9% variance respectively. Moreover, while 2.9% of the variance in achievement was explained by self efficacy in International Baccalaureate classes, rote learning explained 2.2% of the variance in achievement in negative direction in National Program classes.

Le travail de la thèse porte sur l’analyse d’une activité de conception expérimentale réalisée par des élèves de 1ère S à l’aide d’un EIAH (Environnement Informatique pour l’Apprentissage Humain). Il vise à comprendre les rapports au savoir et à la démarche expérimentale établis par l’élève et l’enseignant face à ce type d’activité.Il s’agit de rendre compte des connaissances mobilisées par les élèves et de mesurer l’influence des supports proposés par un EIAH nommé LabBook. Il s’agit également de décrire la manière dont l’enseignant prend en charge les difficultés rencontrées par les élèves.A ce propos, une ingénierie didactique a été modélisée dans le cadre de la Théorie des situations didactiques (Brousseau, 1986). Cette ingénierie est ancrée dans la thématique de la « génétique » et plus précisément dans « l’expression du patrimoine génétique », domaine pour lequel on constate de nombreuses difficultés chez les élèves. Les analyses portent sur les productions des élèves, leurs réponses aux questionnaires (pré-test et post-test) et les interactions enseignant-élève produites tout au long du travail dans la situation.Ce travail a permis de mettre en valeur le rôle de l’élaboration des protocoles expérimentaux dans la modification du système des connaissances des élèves et de l’évolution de leurs connaissances relatives à la notion de gène et l’expression de l’information génétique. Les supports d’étayages implémentés dans LabBook offrent un potentiel aux élèves pour la mise en œuvre de la conception expérimentale. D’ailleurs, divers supports d’étayage ont été mis en place par les enseignants afin de prendre en charge les difficultés rencontrées par les élèves. L’étude de ces supports d’étayages permet d’élaborer des recommandations en vue de faire évoluer la plateforme LabBook et palier aux difficultés d’apprentissage des élèves. / The thesis work involves an analysis of the experimental design activity carried out by students of junior year of high school in sciences using a TEL environment (Technology Enhanced Learning). It aims at understanding how they relate to knowledge and to the experimental approach established by both student and teacher.The thesis gives an account of how the students mobilizes their knowledge and it measures the influence of learning supports proposed by a TEL named LabBook. It also focuses on how the teacher deals with the difficulties encountered by students.Regarding that matter, a didactic engineering was already modelled as part of the Theory of didactical situations (Brousseau, 1986). This engineering focuses on the thematic of "genetic" and more specifically on "the expression of the genetic heritage" - a problematic area for most students. The analyses deal with the students’ productions, their answers to questionnaires (pre-test and post-test) and the teacher-student interactions produced throughout the work in the situation.This work highlighted the role of experimental design in changing the students' knowledge system and the evolution of their knowledge about the gene concept and expression of genetic information. The scaffolds implemented in the LabBook platform offer the students a potential for the implementation of experimental design. Teachers themselves dealt with the difficulties encountered by their students by implementing various aids. The study of these scaffolds allows the development of useful recommendations to improve the LabBook platform so as to help students overcome their learning difficulties.

Submitted by ANDERSON BACCIOTTI null (baccibiologia@hotmail.com) on 2016-04-15T18:33:40Z No. of bitstreams: 1 DISSERTAÇÃO ANDERSON.pdf: 5843399 bytes, checksum: b661475dbf1a15b6378f39e5ebe1c51e (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-04-18T20:01:16Z (GMT) No. of bitstreams: 1 bacciotti_a_me_bauru.pdf: 5843399 bytes, checksum: b661475dbf1a15b6378f39e5ebe1c51e (MD5) / Made available in DSpace on 2016-04-18T20:01:16Z (GMT). No. of bitstreams: 1 bacciotti_a_me_bauru.pdf: 5843399 bytes, checksum: b661475dbf1a15b6378f39e5ebe1c51e (MD5) Previous issue date: 2016-02-22 / Este estudo descreve a construção de um biodigestor e de uma horta que possam ser utilizados em aulas práticas de Biologia, na tentativa de integrar a “Escola Estadual Dr. Avelino Aparecido Ribeiro”, localizada no município de Iaras, Estado de São Paulo, e a sua comunidade. Os participantes deste trabalho foram alunos de duas turmas de primeiro ano do Ensino Médio, cada qual com 25 e 20 alunos, totalizando, portanto, 45 participantes. O fato de a pesquisa ser realizada em duas salas distintas possibilitou o cruzamento de dados obtidos pelo professor pesquisador para que pudéssemos investigar se as aulas práticas no Ensino de Biologia favorece a aprendizagem dos alunos quando comparada às propostas didático-metodológicas referentes ao Ensino Tradicional. A organização desta dissertação fora fundamentada no referencial construtivista de Juan Ignacio Pozo. Este autor descreve a importância do processo de ensino e aprendizagem contemplar três modalidades de conteúdos: procedimentos, conceitos e atitudes e, a partir deste referencial, buscamos alcançar os objetivos propostos nessa dissertação: 1- Investigar a aprendizagem de conceitos científicos por meio de atividades práticas e teóricas e; 2- Comparar a aquisição da aprendizagem entre duas turmas de Ensino Médio cujas aulas ministradas pautaram-se em sequências didáticas organizadas a partir de recursos e estratégias diversas. As ações práticas desenvolvidas nas aulas de Biologia analisadas, quando associadas à teoria, proporcionaram aos alunos a construção de conhecimentos científicos, procedimentos e atitudes, o que caracteriza uma aprendizagem mais sistêmica, a partir da qual os alunos possam apropriar-se desses conhecimentos adquiridos em diferentes contextos, além do espaço escolar. / This study describes the construction of a digester and a garden that can be used in practical lessons in biology in an attempt to integrate the "State School Dr. Avelino Aparecido Ribeiro", located in the municipality of Iaras, State of Sao Paulo, and your community. Participants of this study were students from two classes in first year of high school, each with 25 to 20 students, totaling therefore 45 participants. The fact that the research be carried out in two different rooms allowed for the exchange of data obtained by the research professor so we could investigate whether the practical classes in Biology teaching promotes student learning compared to didactic and methodological proposals for the Traditional Education. The organization of this thesis was based on the constructivist framework Juan Ignacio Pozo. The author describes the importance of teaching and learning process consider three types of content: procedures, concepts and attitudes and, from this framework, we seek to achieve the objectives proposed in this dissertation: 1- Investigate the learning scientific concepts through practical activities and theoretical and; 2- Compare the acquisition of learning between two high school classes whose classes taught were based on didactic sequences arranged from various resources and strategies. The practical actions developed in biology classes analyzed, when associated with theory, gave students the construction of scientific knowledge, procedures and attitudes, which features a more systemic learning, from which students can take ownership of the knowledge acquired in different contexts beyond the school environment.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-04-04T16:50:18Z No. of bitstreams: 1 DISS_2015_Gracieli da Silva Henicka.pdf: 44621169 bytes, checksum: 0564cd576f5da3c9d3914ef63b1ae491 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-04-17T16:08:59Z (GMT) No. of bitstreams: 1 DISS_2015_Gracieli da Silva Henicka.pdf: 44621169 bytes, checksum: 0564cd576f5da3c9d3914ef63b1ae491 (MD5) / Made available in DSpace on 2017-04-17T16:08:59Z (GMT). No. of bitstreams: 1 DISS_2015_Gracieli da Silva Henicka.pdf: 44621169 bytes, checksum: 0564cd576f5da3c9d3914ef63b1ae491 (MD5) Previous issue date: 2015-08-24 / Pesquisas apontam que é viável a inserção de conceitos relacionados à Teoria da Complexidade (TC) no ensino médio. O objetivo geral desse estudo foi averiguar a viabilidade e as dificuldades no processo de ensino-aprendizagem dos conceitos e princípios da Teoria da Endossimbiose Sequencial (TES) a luz da TC a partir de um produto educacional fundamentado em princípios da Teoria da Aprendizagem Significativa. O trabalho está fundamentado também na epistemologia de Kuhn, Maturana e Varela. Essa pesquisa investigou os conhecimentos prévios dos estudantes do segundo ano do ensino médio da Educação de Jovens e Adultos (EJA) acerca de conceitos de Ecologia, Evolução, Biologia Geral e Genética. Conceitos estes que apresentaram potencialidade para ancorar os novos conceitos relacionados à TES de Lynn Margulis, que foram abordados em seguida. Ao final da pesquisa produziu-se a título de produto educacional, um guia para o professor com orientações e sugestões de aprofundamento do tema, contendo ainda três apresentações em pptx, três textos-apoio para o professor, três textos-apoio para o aluno e sete testes. O material será disponibilizado no site do programa (http://fisica.ufmt.br/pgecn/) e da pesquisadora (www.alegriaeciencia.com.br). A metodologia foi quali-quanti com intervenção. A pesquisa aconteceu em Alta Floresta, MT e foi organizada em cinco encontros entre 19 de março de 2014 e 16 de abril de 2014. Participaram do estudo 94 alunos da EJA, sendo 37 do 2° ano noturno, 32 do 2° ano matutino e 27 do 2° ano vespertino. O 2° ano matutino apresentou em média, excluindo a entrevista, 66,51% de frequência nas atividades da pesquisa, o 2° ano vespertino 64,55% e o 2° ano noturno apenas 44,40%. A análise de todas as turmas juntas mostrou 57,44% de frequência média, o que sugere que os alunos faltaram muito aos encontros, especialmente os alunos do 2° ano noturno. Somente 77 alunos responderam ao pré-teste A onde se investigou o perfil dos alunos. Desses 63,64% são mulheres e 36,36% são homens. Ao analisar as turmas do dia esse cenário se repete, mas não é o caso da turma da noite, onde a maioria são homens na faixa etária de 18 a 22 anos, enquanto a faixa etária dos alunos do dia é mais diversificada, com a presença de alunos de até 62 anos. No tocante às aspirações pessoais a maioria dos alunos em todas as turmas demonstrou intenção em concluir o ensino médio e dar continuidade em sua formação, fazendo cursos técnicos e/ou faculdade. De maneira geral, os resultados das oficinas apontam algumas dificuldades de leitura e interpretação dos alunos o que dificultou o aprendizado, mas também apontam avanços na evolução da aprendizagem dos mesmos, há bons indícios de captação de significados conceituais que podem ser considerados precursores de aprendizagem significativa para alguns conceitos. Esse estudo demonstrou que é viável de inserção da Teoria da Endossimbiose Sequencial a luz da Teoria da Complexidade no ensino médio da EJA. / Researches show that the inclusion of concepts related to Complexity Theory (CT) is feasible in high school. The overall objective of this study was to investigate the feasibility and difficulties in the teaching-learning process of the concepts and principles of the Theory of Sequential Endosymbiosis (TSE) at the light of CT deriving from an educational product reasoned in the principles of the Theory of Meaningful Learning. The work is based also on Kuhn’s, Maturana’s and Varela’s epistemology. This research investigated the previous knowledge of students of the second year of high school of the Youth and Adult Education (EJA) about the concepts ecology of evolution, General Biology and Genetics. Such Concepts showed potential to anchor the new concepts related to TES by Lynn Margulis, which were covered below. At the end of the survey a teacher's guide with directions and issue of deepening suggestions has been created by way of educational product, still containing three presentations in PPTX, three texts-support for the teacher, three texts-support for the student and seven tests. The material will be available on the program website (http://fisica.ufmt.br/pgecn/) and researcher (www.alegriaeciencia.com.br). The methodology was qualitative and quantitative with participant observation. The research took place in Alta Floresta, MT and was organized in five meetings between March 19th 2014 and April 16th 2014. The participants were 94 students of EJA, 37 of the 2nd year from night shift, 32 of the 2nd year from morning shift and 27 the 2nd year from the afternoon shift. The morning shift group showed on average, excluding the interview, 66.51% attendance in the activities of research, the evening shift group 64.55% and the night shift group only 44.40%. The analysis of all the groups together showed 57.44% average rate, suggesting that students skipped many of the meetings, especially the students of the night shift. Only 77 students answered the pretest A which investigated the profile of the students. Of these, 63.64% are women and 36.36% are men. In analyzing the courses of the daytime, this scenario is repeated, but it is not the case of the night shift group, where most are men aged 18-22 years old, while the age group of students of the daytime is more diverse, with the presence students up to 62 years old. Regarding personal aspirations most students in each class demonstrated intention to complete high school and continue on their training, making technical courses and/or college. In general, the results from the workshops pointed to some difficulties in reading and interpreting of students hampering the learning, but also point advances in the evolution of learning, there was a good evidence of uptake of conceptual meanings that can be considered significant precursors to some e-learning concepts. This study demonstrated that it is feasible to insert Theory of Sequential Endosymbiosis at the light of Complexity Theory in high school of EJA.

This dissertation analyzes the proposed curriculum of Biology teaching in two experimental Aracaju UP Centers, State College Atheneu Sergipense and Experimental Minister Marco Maciel Center. The methodological approach used in carrying out this research presented here was characterized by qualitative approach. The qualitative look, knowledge is seen in motion. Thus, for data collection were employed: interviews (semi-structured), documents (Curriculum Reference, annual planning, curricular and pedagogical political project organization), observations and questionnaires. We use to analyze theoretical concepts of scholars curriculum: Sacristan (1998), Goodson (1995), Moreira (1991, 2001, 2007), Macedo (2006), Michael Apple (2000); full education and the teaching of Biology use: Ghiraldelli (1992), Santos (2010), Gonçalves (2005), Lamb (2001), Texeira (1994), Bittencourt (2003), Krasilchick (2008). It was evident that there was a real change, which can be seen today, and that construction of the curriculum for Biology discipline had a democratic participation in two Experimental Centers of Aracaju. Finally, we can say that the change that occurred in the construction of Experimental Center of Aracaju was coming from an innovative curriculum, even if initially characterized in real curriculum and subsequently developed by a formal curriculum. / Esta dissertação faz uma análise da proposta curricular do Ensino de Biologia em dois Centros Experimentais de Aracaju-SE, Colégio Estadual Atheneu Sergipense e Centro Experimental Ministro Marco Maciel. A abordagem metodológica utilizada para concretizar essa pesquisa aqui apresentada caracterizou-se pelo enfoque qualitativo. No olhar qualitativo, o conhecimento é visto num movimento. Deste modo, para coletas de dados foram empregados: entrevistas (semiestruturadas), documentos (Currículo Referencial, planejamentos anuais, projeto político pedagógico e organização curricular), observações e questionários. Utilizamos para anáise, concepções teóricas de estudiosos em currículo: Sacristan (1998), Goodson, (1995), Moreira (1991, 2001, 2007), Macedo (2006), Michael Apple (2000); em educação integral e o ensino de Biologia utilizamos: Ghiraldelli (1992), Santos (2010), Gonçalves (2005), Cordeiro (2001), Texeira (1994), Bittencourt (2003), Krasilchick (2008). Evidenciou-se que existiu uma mudança concreta, a qual pode ser observada atualmente, e que a construção da matriz curricular para disciplina Biologia teve uma participação democrática em dois Centros Experimentais de Aracaju. Por fim, podemos afirmar que a mudança que ocorreu na construção dos Centros Experimentais de Aracaju-SE foi procedente de um currículo inovador, mesmo que inicialmente, caracterizou-se em currículo real e, posteriormente, desenvolvido por um currículo formal.

A tese que aqui se apresenta pretende sugerir que a cultura escolar regula as modalidades de acesso dos indivíduos aos objetos da cultura científica, em contraposição à idéia de enculturação como objetivo do ensino de ciências. Para tanto, parte de uma longa discussão teórica em que o conceito de cultura, campo ou esfera é discutido. De mão desses conceitos, parte-se para definição do que seria cultura escolar uma relação pedagógica submetida a tempos, lugares e objetos específicos e cultura científica atividade humana com métodos e padrões historicamente contingentes que são avaliados em relação à sua meta e ao grau de sucesso obtido, na qual está inserida a biologia. Definidos esses campos, foi necessário, então, entender como se dá o diálogo entre essas esferas, para tanto se fez uso do conceito de hidridação, zona de encontro entre as linguagens típicas de cada um desses campos sociais. Com os conceitos construídos, escolheu-se a abordagem metodológica: tomar como objeto de análise dois textos de cientistas e dez textos de alunos sobre a mesma temática, a noção de que o DNA é a molécula portadora das informações hereditárias. Usou-se o padrão de Toulmin (1958/2006) e as marcas lingüísticas de Koch (2000) para identificar elementos dos argumentos e suas relações. A análise dos textos mostrou que os alunos fazem uso, preponderantemente, de argumentos substanciais, enquanto que cientistas constroem seus textos por meio de argumentos analíticos. A utilização diferenciada dos tempos verbais do discurso nos textos de cientistas e alunos permitiu sugerir a transformação de uma biologia funcional em uma narrativa histórica. A seleção lexical e o uso de qualificadores tornaram visível o deslizamento entre as modalidades aléticas e epistêmicas que assumiram funções diferenciadas nos dois tipos de produção textual. Essa análise nos permitiu discutir que o percurso realizado pelos estudantes para acessar as verdades científicas ou construir visões de ciências envolve etapas e processos diferenciados daqueles percorridos pelos cientistas nesses mesmos processos. Se, por um lado, não é suficiente que o objetivo do ensino de ciências seja o de propiciar a compreensão dos resultados e produtos produzidos na esfera científica, por outro lado, não são todas as regras do jogo que são acessíveis aos estudantes. Assim, o ensino de ciências deve ser visto como um processo de construção de uma visão idiossincrática de ciência que envolva a compreensão dos seus conceitos e linguagem, não para adotar essa nova cultura, mas para que se possa dialogar com ela. / The thesis presented here suggests that school culture regulates the access to objects of scientific culture, as opposed to the idea of enculturation. To pursue that, we begin with a long theoretical discussion in which the concepts of culture, field or sphere, school culture (a pedagogical relationship subject to time, specific places and objects) and scientific culture (human activity with standardized methods) are discussed. Finally, it is necessary to understand the dialogue between school culture and scientific culture. In other words, to examine their field of hybridization. After establishing the concepts, we chose as object two scientific texts and the answers of ten students, all on the same subject: the notion that the DNA molecule is the carrier of hereditary information. We use the Toulmins model of argumentation (1958/2006) and the linguistic categories of Koch (2000) to identify elements of the arguments and their relationship. The analysis of the texts have shown that students are using substantive arguments, while scientists construct their texts by means of analytical arguments. The difference between the use of verb tenses between scientific texts and those of the students suggests the transformation of a functional biology into a historical narrative. The lexical selection and use of qualifiers has made visible the interchange between the alethic and epistemic modalities which have different functions in both discourses. The analysis has allowed us to see that the path traveled by the students to access the scientific truths or to construct visions of science involves stages and processes different from those covered by the scientists. If, on the one hand, to provide an understanding of the results in the scientific sphere it is not sufficient goal for teaching science, on the other hand, not all the rules are accessible to students. Thus, the science teaching should be seen as a process of building a specific vision of science that involves the understanding of its concepts and language. Instead of inserting the students in this new culture, it should help them to exchange impressions with it.

This dissertation analyzes the proposed curriculum of Biology teaching in two experimental Aracaju UP Centers, State College Atheneu Sergipense and Experimental Minister Marco Maciel Center. The methodological approach used in carrying out this research presented here was characterized by qualitative approach. The qualitative look, knowledge is seen in motion. Thus, for data collection were employed: interviews (semi-structured), documents (Curriculum Reference, annual planning, curricular and pedagogical political project organization), observations and questionnaires. We use to analyze theoretical concepts of scholars curriculum: Sacristan (1998), Goodson (1995), Moreira (1991, 2001, 2007), Macedo (2006), Michael Apple (2000); full education and the teaching of Biology use: Ghiraldelli (1992), Santos (2010), Gonçalves (2005), Lamb (2001), Texeira (1994), Bittencourt (2003), Krasilchick (2008). It was evident that there was a real change, which can be seen today, and that construction of the curriculum for Biology discipline had a democratic participation in two Experimental Centers of Aracaju. Finally, we can say that the change that occurred in the construction of Experimental Center of Aracaju was coming from an innovative curriculum, even if initially characterized in real curriculum and subsequently developed by a formal curriculum. / Esta dissertação faz uma análise da proposta curricular do Ensino de Biologia em dois Centros Experimentais de Aracaju-SE, Colégio Estadual Atheneu Sergipense e Centro Experimental Ministro Marco Maciel. A abordagem metodológica utilizada para concretizar essa pesquisa aqui apresentada caracterizou-se pelo enfoque qualitativo. No olhar qualitativo, o conhecimento é visto num movimento. Deste modo, para coletas de dados foram empregados: entrevistas (semiestruturadas), documentos (Currículo Referencial, planejamentos anuais, projeto político pedagógico e organização curricular), observações e questionários. Utilizamos para anáise, concepções teóricas de estudiosos em currículo: Sacristan (1998), Goodson, (1995), Moreira (1991, 2001, 2007), Macedo (2006), Michael Apple (2000); em educação integral e o ensino de Biologia utilizamos: Ghiraldelli (1992), Santos (2010), Gonçalves (2005), Cordeiro (2001), Texeira (1994), Bittencourt (2003), Krasilchick (2008). Evidenciou-se que existiu uma mudança concreta, a qual pode ser observada atualmente, e que a construção da matriz curricular para disciplina Biologia teve uma participação democrática em dois Centros Experimentais de Aracaju. Por fim, podemos afirmar que a mudança que ocorreu na construção dos Centros Experimentais de Aracaju-SE foi procedente de um currículo inovador, mesmo que inicialmente, caracterizou-se em currículo real e, posteriormente, desenvolvido por um currículo formal.

<p>The process of scientific inquiry is critical for students to understand how knowledge is developed and validated. Representations of the process of inquiry have varied over time, from simple to complex, but some concepts are persistent – such as the concept of a scientific hypothesis. Current guidelines for undergraduate biology education prioritize developing student competence in generating and evaluating hypotheses but fail to define the concept and role of hypotheses. The nature of science literature points to the hypothetico-deductive method of inquiry originated by Karl Popper as a widely accepted conception of scientific hypotheses. Popper characterized a hypothesis as a falsifiable explanation of observed phenomena deduced from previously established knowledge. Alongside hypotheses, Popper also emphasizes the role of predictions, which are logically derived from hypotheses and characterized as testable expectations regarding the outcomes of an experiment or study. Together, hypotheses and predictions are thought to provide a framework for establishing rigorous conclusions in scientific studies. However, the absence of explicit definitions of hypotheses, or predictions, in guidelines and assessment for biology higher education makes it difficult to determine the current relevance of this perspective on hypotheses and predictions in teaching and learning. This leaves us with an unanswered question – what do biology undergraduate students need to know about scientific hypotheses? We addressed this question over three studies each investigating conceptions of scientific hypotheses, and the related concept of predictions, in a different context – (a) contemporary biology research communications, (b) a case study of biology faculty, graduate teaching assistants, and undergraduate students at a single institution, and (c) a national survey of biology faculty members. We found that the terms “hypothesis” and “prediction” used in varied ways in biology research communication and, most notably, often not connected with each other. We also found variation in conceptions of both hypothesis and prediction among faculty members, both in our case study and in the national survey. Our results indicate that faculty members did not always distinguish between the terms hypothesis and prediction in research or teaching or approach them the same way in research contexts. However, they had largely consistent ideas of the underlying reasoning connecting these concepts to each other and to scientific inquiry. Among graduate teaching assistants and undergraduate students in the case study, we found variation in conceptions of both hypotheses and predictions that was different from conceptions held by faculty members. Both graduate teaching assistants and undergraduate students often did not connect the two concepts in terms of underlying reasoning. Overall, our results indicate that there are some misalignments between students’ and instructors’ conceptions of hypotheses and predictions and their role in inquiry. We further discuss these findings in the context of teaching implications for undergraduate biology.</p>