The objective of this study was to investigate attitudes regarding the conservation of reef environments at the Fernando de Noronha Archipelago. The project was conducted with students aged 10-18, in 2005, and included several educational activities, as well as the creation of a Reef Environment Museum at the local public school; questionnaires were administered in order to compare students' knowledge before and after these activities by using reference concepts of reefs, corals, environmental education and citizenship. We also analyzed students' views on the importance of corals, possible benefits brought about by reefs, changes in the marine environment, and their interest in participating in projects related to the conservation of reef environments. Initially, corals and reefs were perceived by students as valuable resources only when they generated economic advantages through tourism. After the educational interventions the students acquired concepts that were more aligned with environmental conservation per se; among the main results approximately 25% more students said they would agree to participate in educational projects to promote the conservation of reef environments after the interventions. However, due to the lack of interest in the project by several of what should have been key actors in the process, this study also showed that support from indirect actors (teachers, parents, school personnel) is just as important as the participation of the targeted group itself.
RESUMOO objetivo deste estudo foi investigar a contribuição do uso de mapas conceituais, oficinas pedagógicas e entrevistas, no apoio à reflexão crítica dos professores sobre a sua prática pedagógica em Educação Ambiental, tendo como foco os ambientes recifais. A pesquisa foi desenvolvida numa Escola da Rede Pública de Ensino com três professores de Biologia. Os resultados evidenciam lacunas conceituais e dificuldades na articulação dos conceitos, bem como a percepção, pelos docentes, dos equívocos conceituais cometidos e, consequentemente, das próprias falhas na prática pedagógica. Ficou claramente estabelecida a necessidade de intervenções substanciais na formação docente para abalar as certezas sedimentadas por anos de ensino transmissivo numa visão disciplinar cartesiana e linear.Palavras-chave: ambientes recifais, educação ambiental, formação docente, reflexão crítica. ABSTRACTThis study aimed to investigate the contribution of concept maps, pedagogical workshops and interviews ring teachers' development programs in the sense of promoting critical reflection about their own pedagogical practices, conceptual gaps and the fragmented view they have of Environmental Education disciplinary content, with special focus on reef environments. The study was carried out with three Biology teachers from a State School. The results show conceptual gaps and difficulties in articulating concepts as well as the perceptions, by the teachers, of the conceptual mistakes they had made and, consequently, the flaws in their own pedagogical practices. It was clear that there is a need to intervene substantially in teachers' initial and continuing education in order to affect the certainties cemented by years of transmissive teaching within a Cartesian and linear disciplinary viewpoint.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.