The knowledge fragmentation of scientific school education on the view of high school teachers

Authors

  • Ana Cristina Gerhard Programa de Pós-Graduação em Educação em Ciências e Matemática Pontifícia Universidade Católica do Rio Grande do Sul Av. Ipiranga, 6681, prédio 10, sala 209 Porto Alegre, RS, CEP 90619-900
  • João Filho Bernardes da Rocha Programa de Pós-Graduação em Educação em Ciências e Matemática Pontifícia Universidade Católica do Rio Grande do Sul Av. Ipiranga, 6681, prédio 10, sala 209 Porto Alegre, RS, CEP 90619-900

Keywords:

knowledge fragmentation, interdisciplinary, school knowledge.

Abstract

In order to know the relationship between teaching performance and knowledge fragmentation, we did interviews with teachers from scientific disciplines of high school; aiming at recognizing the perception they have about the reality of scientific school education trying to discover reasons, consequences and manifestations of knowledge fragmentation on this level of teaching. The interviews were conducted with six teachers of a private school in the metropolitan region of Porto Alegre. From a qualitative approach of analysis, we notice that the conceptions that teachers have of their discipline and science in general are closely tied to how they work in the classroom. We noticed that teachers recognize the need of interdisciplinary work and point the dialogue between them as a determinant for the occurrence of interdisciplinary in the school, but they lay the opportunities of dialogue on the school.

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Published

2016-07-13

How to Cite

Gerhard, A. C., & da Rocha, J. F. B. (2016). The knowledge fragmentation of scientific school education on the view of high school teachers. Investigations in Science Education, 17(1), 125–145. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/210

Issue

Vol. 17 No. 1 (2012): March of 2012

Section

Artigos

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