Scientific controversies on biological knowledge construction: investigating a continued formation course for teachers with respect for human biological evolution
The research here presented has as central theme the human biological evolution, its scientific controversies and the continued formation of science and biology teachers. We evaluate the development of a teaching sequence on the topic, emphasizing the scientific controversy regarding the supposed fo...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2016-08-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/285/187 |
| Summary: | The research here presented has as central theme the human biological evolution, its scientific controversies and the continued formation of science and biology teachers. We evaluate the development of a teaching sequence on the topic, emphasizing the scientific controversy regarding the supposed fossil hominid Ardipithecus ramidus (“Ardi”) in a continued formation course for teachers of science and biology of basic public network Cascavel-PR and region. The empirical work involved collecting data from the responses provided by teachers to an initial questionnaire and a final. The analysis and data discussion has highlighted the importance of scientific controversy for the development of scientific knowledge and the urgency to insert the contents of human evolution in subjects on the initial formation of courses in licentiate of Biological Sciences. It is necessary also to offer continued formation courses to include such content for teachers already inserted in schools. We conclude that teaching biology and science using scientific controversies may be in satisfactory teaching tool to introduce the history and nature of science, since scientific activity is permeated by conflicts. |
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| ISSN: | 1518-8795 1518-8795 |