Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts
In this work we aimed to determine the level of Molecular Biology (MB) science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires s...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2013-12-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID343/v18_n3_a2013.pdf |
| _version_ | 1818677507024486400 |
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| author | Daniel Alves Escodino Andréa Carla de Souza Góes |
| author_facet | Daniel Alves Escodino Andréa Carla de Souza Góes |
| author_sort | Daniel Alves Escodino |
| collection | DOAJ |
| description | In this work we aimed to determine the level of Molecular Biology (MB) science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning. Finally, we prepared MB classes for students of the three schools, considering their conceptual maps and tried to evaluate, through a second map execution, if the use of alternative didactics material, which consider meaningful learning process, would have any effect over the appropriation of new concepts. We observed that most students are placed at Functional literacy level. Nonetheless, several students from CAp were also settled at the higher Conceptual and Procedural levels. We found that most students have not experienced meaningful learning and that the employment of didactic material and implementation of proposals which consider the cognitive structure of the students had a significant effect on the appropriation of several concepts. |
| first_indexed | 2024-12-17T09:00:28Z |
| format | Article |
| id | doaj.art-827ca3177f95406799339975fec5ada9 |
| institution | Directory Open Access Journal |
| issn | 1518-8795 1518-8795 |
| language | English |
| last_indexed | 2024-12-17T09:00:28Z |
| publishDate | 2013-12-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-827ca3177f95406799339975fec5ada92022-12-21T21:55:44ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87951518-87952013-12-01183563579Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology conceptsDaniel Alves Escodino0Andréa Carla de Souza Góes1Departamento de Ensino de Ciências e Biologia Instituto de Biologia, Universidade do Estado do Rio de JaneiroDepartamento de Ensino de Ciências e Biologia Instituto de Biologia, Universidade do Estado do Rio de JaneiroIn this work we aimed to determine the level of Molecular Biology (MB) science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning. Finally, we prepared MB classes for students of the three schools, considering their conceptual maps and tried to evaluate, through a second map execution, if the use of alternative didactics material, which consider meaningful learning process, would have any effect over the appropriation of new concepts. We observed that most students are placed at Functional literacy level. Nonetheless, several students from CAp were also settled at the higher Conceptual and Procedural levels. We found that most students have not experienced meaningful learning and that the employment of didactic material and implementation of proposals which consider the cognitive structure of the students had a significant effect on the appropriation of several concepts.http://www.if.ufrgs.br/ienci/artigos/Artigo_ID343/v18_n3_a2013.pdfMolecular Biologymeaningful learningscience literacy |
| spellingShingle | Daniel Alves Escodino Andréa Carla de Souza Góes Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts Investigações em Ensino de Ciências Molecular Biology meaningful learning science literacy |
| title | Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts |
| title_full | Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts |
| title_fullStr | Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts |
| title_full_unstemmed | Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts |
| title_short | Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts |
| title_sort | science literacy and meaningful learning status of public high school students from rio de janeiro face to molecular biology concepts |
| topic | Molecular Biology meaningful learning science literacy |
| url | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID343/v18_n3_a2013.pdf |
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