Ademir Donizeti Caldeira

Modelagem na Sala de Aula: resistências e obstáculos

This article describes and analyzes obstacles and resistance reported by teachers and future teachers who are university graduates in developing modeling-related tasks in their teaching practices. These teachers were the subject of research reported in theses and dissertations about modeling produced in Brazil. Fourteen out of 65 theses and dissertations about modeling analyzed by Silveira (2007), produced between 1976 and 2005, were analyzed. The results showed that the teachers of the courses presented some resistance to using modeling in the classroom practice, and that this resistance was evident in the relations of the teacher with the work, the school, the curriculum, the students, and the students´ families.

Imaginário dos alunos sobre a atividade científica: reflexões a partir do Ensino por Investigação em aulas de Biologia

In this research we follow students who were inserted in a proposal of Inquiry Biology Education. The research aims identify and analyse the students’ imaginary about scientific activity. The data were collected from semi-structured interview in what we asked students if there was some subject that they would like study with inquiry activities like in the Biology’ classrooms and how they developed these activities. The analyses were carried out from different conceptions of scientific activity in Inquiry Education, trying to identify and discuss in which of them the students joined. The analyses pointed that the students