The action mediated in the process of forming scientific concepts on photosynthesis and cell-breathing in Biology lessons
DOI:
https://doi.org/10.22600/1518-8795.ienci2016v21n2p121Keywords:
Mediation, Photosynthesis, Formation of concepts.Abstract
This research aims to analyze the pedagogical mediation carried out by a biology teacher alongside the High School freshmen students during the development of scientific concepts of photosynthesis and cell-breathing held at a state school in the city of Vitória/ES. It is a qualitative and collaborative research and has used as data production instruments the observation of the work developed in the classroom and in the Science lab activities, with field diary record and footage of the lessons. The analyses are based on the historical-cultural matrix. In the analysis of the action taken, it was possible to highlight that the formation/elaboration process of the photosynthesis and cell-breathing scientific concepts, in that Biology classroom, followed an intentional and organized mediated action that took into consideration the interaction agents (Teacher and students) and the use of cultural or mediational tools which led to the development of such concepts within a system, that is, inside a net of other concepts associated to them covering differentiated degrees of generality.References
Barbier, R. (2002). A pesquisa-ação. Brasília, DF: Plano.
Barker, M. (1995). A plant is an animal standing on its head. Journal of Biological Education, 29 (3), 201-208.
Barker, M., & Carr, M. (1989). Teaching and learning about photosynthesis. Part 1: An assessment in terms of students’ prior knowledge. International Journal of Science Education, 11(1), 49-56.
Borges, A. T. (2002). Novos rumos para o laboratório escolar de ciências. Caderno Brasileiro de Ensino de Física, 19(3), 291-313.
Cañal, P. (1999). Photosynthesis and ‘inverse respiration’ in plants: an inevitable misconception? International Journal of Science Education, 21(4), 363-371.
Carlsson, B. (2002). Ecological understanding 1: ways of experiencing photosynthesis. International Journal of Science Education, 24(7), 681-699.
Eisen, Y., & Stavy, R. (1993). How to make the learning of photosynthesis more relevant. International Journal of Science Education, 15(2), 117-125.
Franco, M. A. R. S. (2012). Pedagogia e prática docente. São Paulo, SP: Cortez.
Franco, M. A. S. (2008). Pesquisa-ação e prática docente: articulações possíveis. In Pimenta, S. G. & Franco, M. A. S. (Orgs). Pesquisa em Educação: possibilidades investigativas/formativas da pesquisa-ação. (103-138). São Paulo, SP: Edições Loyola.
Lima, M. E. C. C., Aguiar Junior, O., & Caro, C. M. (2011). A formação de conceitos científicos: reflexões a partir da produção de livros didáticos. Ciência & Educação, 17(4), 855-871. doi: 10.1590/S1516-73132011000400006
Marandino, M., Selles, S. E., & Ferreira, M. S. (2009). Ensino de Biologia: histórias e práticas em diferentes espaços educativos. São Paulo, SP: Cortez.
Marmaroti, P., & Galanopoulou, D. (2006). Pupils’ understanding of photosynthesis: a questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28(4), 383-403.
Medeiros, S. C. S., Costa, M. F. B., & Lemos, E. S. (2009). O ensino e a aprendizagem dos temas fotossíntese e respiração: práticas pedagógicas baseadas na aprendizagem significativa. Revista Electrónica de Enseñanza de las Ciencias, 8(3), 923-935. Recuperado de http://reec.uvigo.es/volumenes/volumen8/ART9_Vol8_N3.pdf
Mortimer, E. F., & Scott, P. (2003). Meaning making in secondary science classrooms. Maidenhead, Philadelphia: Open University Press.
Ogborn, J., et al. (1996). Explaining science in the classroom. Buckingham, Philadelphia: Open University Press.
Ozay, E., & Oztas, H. (2003). Secondary students’ interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37(2), 68-70.
Sarmento, A. C. H. et al. (2013). Investigando princípios de design de uma sequência didática sobre metabolismo energético. Ciência & Educação, 19(3) 573-598. doi: 10.1590/S1516-73132013000300006.
Sessa, P. S., & Trivelato, S. L. F. (2011). A ação mediada no ensino de biologia e argumentação: tensões permanentes. In Atas do VIII Encontro Nacional de Pesquisa em Educação em Ciências. Campinas, SP, Brasil. Recuperado de http://www.nutes.ufrj.br/abrapec/viiienpec/resumos/R0231-2.pdf
Seymour, J., & Longden, B. (1991). Respiration: that's breathing isn't it? Journal of Biological Education, 25(3) 177-183.
Souza, S. C., & Almeida, M. J. P. M. (2002). A fotossíntese no ensino fundamental: compreendendo as interpretações dos alunos. Ciência & Educação, 8(1), 97-111. doi: 10.1590/S1516-73132002000100008
Stavy, R., Eisen, Y., & Yaakobi, D. (1987). How students aged 13-15 understand photosynthesis. International Journal of Science Education, 9(1), 105-115.
Vianna, H. M. (2003). Pesquisa em educação: a observação. Brasília, DF: Plano.
Vigotski, L. S. (2009). A construção do pensamento e da linguagem. São Paulo, SP: Martins Fontes.
Waheed, T., & Lucas, A. M. (1992). Understanding interrelated topics: photosynthesis at age 14, Journal of Biological Education, 26(3), 193-199.
Wertsch, J. V. (1999). La mente en acción. Buenos Aires, AR: Aique.
Ypi, D. Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4), 461-477.
Zompero, A. F., & Laburú, C. E. (2012). Implementação de atividades investigativas na disciplina de ciências em escola pública: uma experiência didática. Investigações em Ensino de Ciências, 17(3), 675-684. Recuperado de https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/181/121
Zompero, A. F., & Laburú, C. E.(2011). Significados de fotossíntese apropriados por alunos do ensino fundamental a partir de uma atividade investigativa mediada por multimodos de representação. Investigações em Ensino de Ciências, 16(2), 179-199. Recuperado de https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/226
Downloads
Published
How to Cite
Issue
Section
License
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.
