Zélia Maria Soares Jófili

Towards critical constructivist teaching

The notion of ‘constructivist teaching’ is discussed as it features within debates on constructivist research in science classrooms. An argument is then made that constructivist teaching itself should be superseded in favour of ‘critical constructivism’, an approach which undertakes a broader critique of the relationships between teacher and taught, between learner and subject matter, and between schooling and society. Some data are presented from a study of Brazilian teachers moving from constructivism towards critical constructivism through an in‐service professional development course and a series of action‐research projects. The summary comments broaden the debate from this single context to draw wider implications for science education.

Cooperating in constructing knowledge: case studies from chemistry and citizenship

This paper looks at three case studies within the teaching and learning of chemistry. Each case considers the effectiveness of group learning activities in terms of the ways in which they enhance cooperative learning. Group tasks are generally undertaken in order to encourage learners to develop their understanding of particular issues, lthough one key disadvantage is that much of the process of the group work is lost as soon as the group disbands. The cases explored here aim to: (i) investigate the development of cooperative attitudes among students, looking for significant learning of scientific concepts, (ii) encourage the development of ethical attitudes, to motivate, and then (iii) empower the participants so that they can build upon the communal knowledge that is generated. In this way learners enhance their levels of partnership and cooperation with other members leading to a fuller and broader understanding of the collaboration required within the values of citizenship education. Using science to educate for citizenship is a growing concern across many countries of the world, in this case illustrated by work in Brazil and the UK.

A case for critical constructivism and critical thinking in science education

While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident relating to the education and professional development of teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism” through their own action research projects. Data is drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance to its international significance.

A Course for Critical Constructivism through Action Research: A Case Study from Biology.

Abstract While constructivism has made its mark concerning learning in science classrooms, little has surfaced so far relating to the education and professional development of science teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into ‘critical constructivism’ through their own action research projects. Data are drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with biological concepts with a class of 13‐15 year olds. The Brazilian setting for the course lends resonance to its international significance.

Aprendizagem cooperativa e ensino de química: parceria que dá certo

Os metodos de aprendizagem cooperativa sao importantes nao so na facilitacao do processo ensino-aprendizagem, mas tambem na formacao profissional, preparando cidadaos mais aptos para os trabalhos em equipe e mais comprometidos com os valores sociais e os principios da solidariedade. Este estudo propoe-se a investigar a influencia dos metodos cooperativos no desenvolvimento de atitudes cooperativas entre estudantes do ensino fundamental e superior, com vistas tanto a aprendizagens significativas de quimica quanto ao desenvolvimento de atitudes eticas relacionadas a essa ciencia. Apos analisar duas perspectivas teoricas que subsidiam os metodos cooperativos - desenvolvimentista e motivacional -, reforcamos a importância da existencia dessa diversidade de perspectivas para permitir um amplo leque de alternativas aos professores. Recomendamos tambem a utilizacao combinada de metodos, de forma a contemplar tanto o desenvolvimento cognitivo quanto a formacao etica do cidadao.

A COMPREENSÃO DAS LEIS DE MENDEL POR ALUNOS DE BIOLOGIA NA EDUCAÇÃO BÁSICA E NA LICENCIATURA

A dificuldade em compreender a transmissao dos caracteres hereditarios, regidos pelas leis de Mendel e observada no ensino medio (EM) e superior (ES), possivelmente devido ao despreparo em conteudos anteriores. Os objetivos deste estudo foram testar esta hipotese e verificar como essas dificuldades evoluiam no ES. Um questionario foi aplicado em turmas de EM e de ES (Licenciatura em Biologia, de tres IES do Recife) para identificar as dificuldades dos alunos. Paralelamente, foram aplicados questionarios e realizadas entrevistas semiestruturadas com os docentes de ambos os niveis, para identificar a percepcao dos mesmos quanto as dificuldades de seus alunos e quais acoes desenvolvem para ajuda-los. Quanto aos resultados, os problemas identificados no EM persistem entre os alunos do ES, a despeito do maior acesso a informacoes, o que se torna preocupante, pois os atuais alunos do ES serao os futuros professores do EM.

Ecological literacy – preparing children for the twenty-first century

ABSTRACT How is it possible to form concepts in early childhood education? This question was the starting point of this study using recreational activities as a tool to support ecological literacy. The research was conducted with children aged 4–5 years in a Brazilian school. Initially, the meanings children attributed to the concept of a ‘food web’ were identified during a teaching sequence including dramatization, games, drawings and interviews. The results show that although the understanding of the scientific concept of a food web did not exceed the complex phase of thought established by Vygotsky [(1986). Thought and language. London: The MIT Press], we observed a development relating to the children’s ecological literacy, supporting the research of Capra [(2006a). A teia da vida: uma nova compreensão científica dos sistemas vivos. São Paulo: Cultrix; Capra, F. (2006b). Alfabetização Ecológica – a educação das crianças para um mundo sustentável. São Paulo: Cultrix]. The group of young children developed the perception of belonging to the web, raising awareness of the importance of animal care to preserve life.