Brazilian high school students took part in an international research program in the period 2007–2014, and a data bank with national significance was created. SPSS TwoStep clustering analysis indicated two homogeneous groups regarding the level of interest for the surrounding biodiversity. Amazonian students were among the high-interest group and would like to study more deeply local living beings, contrary to the tendency to favor large exotic animals in Brazilian biology curricula. Students from the southeast were grouped in the low-interest group. However, students from both regions agree upon the urgent need for actions to protect the environment and strongly disagree that this is a role expected from rich countries only. Given the importance of the local communities in conservation and the current prominence of young people in environmental issues, a boost in science education is needed in Brazil, enhancing the study of rainforest biota in the Brazilian curricula.
Resumo: Apesar da associação entre investigação e Ensino de Ciências ser idealizada desde o início do século XX, não necessariamente consiste em uma prática amplamente utilizada nas escolas, nem aplicada com os mesmos objetivos. Desse modo, considera-se relevante que pesquisadores se debrucem sobre o contexto brasileiro e verifiquem como essa união ocorre. Este trabalho investigou quais são os desafios enfrentados e as estratégias utilizadas, por dois professores diferentes, durante a implementação de um único projeto investigativo, para se adequarem à realidade da escola, nível de ensino e ao contexto cultural existente. Os dados que subsidiaram esta pesquisa foram obtidos através de fontes primárias (entrevistas, questionários) e secundárias (portfólios, produções dos alunos, fichas, relatórios e observações). Percebeu-se que o mesmo projeto foi implementado de maneira bastante distinta entre um professor e outro, que realizaram adaptações de acordo com sua experiência profissional e com o nível de ensino de seus alunos.Palavras-chave: Investigação e ensino de ciências. Aprendizagem participativa. Prática docente. Abstract:Although the association between inquiry and science education has existed since the beginning of the 20th century, there is no guarantee that this practice frequently occurs in science classes and neither that it can also be used with the same purposes. Therefore, we think it is relevant that researchers investigate how this works in the Brazilian context. In this research, we investigated the challenges faced and the strategies used by two different teachers during the implementation of a single inquiry based project equating it to school reality, grade level and cultural context. Data collection was based on primary sources (interviews, questionnaires), and secondary sources (portfolios, student's assignments, cards, reports and observations). We noticed that both teachers implemented the same project in very different ways. The adaptations according to their professional experience and the students' grade level are presented here.
Resumo: O tratamento da genética humana no ensino de genética pode ter por objetivo aproximar o assunto da realidade do aluno e ilustrar que os mecanismos gênicos não são exclusivos de outras espé-cies. Sendo os livros didáticos um dos principais recursos utilizados na escola, esta pesquisa teve por objetivo verificar quais características humanas são mencionadas nos livros didáticos brasileiros e como são abordadas, propiciando ou não ao aluno a compreensão da complexidade da expressão de suas características. Foram analisados livros aprovados pelo Programa Nacional do Livro Didático, quantificando as características humanas citadas e categorizando-as de acordo com o seu modo de tratamento. Os resultados demonstram que as características são menos priorizadas dentro dos livros didáticos; são em sua maioria descritas como monogênicas; e estão pouco relacionadas com informações sobre a influência do ambiente em sua expressão, podendo propiciar uma visão determinista da genética.Palavras chave: Determinismo genético. Ensino de biologia. Genética humana. Livro didático. Programa Nacional do Livro Didático. Abstract:In teaching genetics, addressing human genetics may bring the subject matter closer to students and illustrate that genetic mechanisms are not exclusive to other species. Since textbooks are among the main resources used in schools, the objective of this study is to verify which human characteristics are mentioned in textbooks and how they are addressed, and whether they provide students with an understanding of the complexity of the expression of their characteristics. In this study, we analyze books approved by the National Textbook Program, quantifying the human characteristics cited and categorizing them according to approach. The results show that human characteristics appear less frequently than other examples of inheritance; they are mostly described as single-gene characteristics, and this information is only sparsely related to the influence of the environment on genetic expression, which may provide a deterministic overview of genetics.
The present study seeks to examine how basic knowledge presented in textbooks for the teaching of genetics in secondary schools approximates or deviates from academic knowledge of the subject. Among transposed scientific knowledge of greatest importance in education is knowledge of genetics. Therefore, knowledge taught in schools is necessarily subject to two influences. The first is laxity, which is the tendency to alter scientific knowledge, when presenting it in textbook form, to make it accessible to learners. The other is rigorism, which is the opposite of laxity, i.e., the tendency to approximate knowledge taught to scientific knowledge, seeking to transmit it correctly, with a commitment to scientific principles. Different types of deviations were identified in textbooks from Brazil and the United States. To determine how knowledge presented in textbooks deviates from that presented in the reference bibliography, concepts were classified according to type of deviation, using the following categories: equivalent term , metaphor, conceptual deviation; deviation in the description of the process, generalisation of occurrence, content not updated. The present study finds that the deviations cannot be classified as conceptual errors and are not necessarily related to the concepts themselves. Deviations were mostly categorised as generalisations of occurrence. The highest frequency of this type of deviation was independent of the concept examined or of the country of origin of the group of textbooks analysed.
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