A (re) construção articulada de conceitos em biologia sob uma abordagem sistêmico-complexa : impressões e expressões de licenciandos em biologia

• Ano de defesa: 2018
• Autor(a) principal: MOUL, Renato Araújo Torres de Melo
• Orientador(a): LEÃO, Ana Maria dos Anjos Carneiro
• Banca de defesa: LOPES, Fernanda Muniz Brayner, AMARAL, Edenia Maria Ribeiro do, ROCHA, Marília de França
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Ensino de biologia; Modelo das múltiplas perspectivas
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7647

Cellular and Molecular Biology is an area of more difficult comprehension due to the complexity of the related phenomena and the discussion about its concepts. This difficulty is due both to the conceptual complexity that this area entails and to the way of teaching, generally supported by the paradigms of Cartesian science. In this work ex post facto, we sought to understand how the articulated construction of the complex and abstract concepts in Biochemistry occurs. From the analysis of the collective constructions of thirty students under a systemic-complex approach, from the application of MoMuP-PE (Model of the Multiple Perspectives - Pernambuco) during the semester of the discipline Biochemistry of Systems, inserted in the curricular matrix of the Biological Sciences Degree course of UFRPE. The semiological linguistic analysis of the discourse was used in order to understand the transitions between biological levels of organization and their relations with the paradigmatic (Cartesian, systemic and complex) conceptions of science, allied to the identity profile of the student in Biology and its implicit discourses. Finally, the students present an appreciation of the scientific method and experimentation and the need to relate the specific content of the course to other areas of knowledge. In addition, it is observed that the students relate the metabolism of carbohydrates with their various routes from the molecular level to the organic level. In addition, they extrapolate this relationship with other metabolic pathways when requested. The way students construct concepts is gradual, supported by the reciprocal Cartesian and systemic thoughts, which points to a slight insertion in the systemic-complex thinking.