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A construção da ciência na educação científica do ensino secundário : estudo do discurso pedagógico do programa e de manuais escolares de Biologia e Geologia do 10.º ano e das conceções dos professores
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O estudo centrou-se na construção da ciência no contexto de ensino-aprendizagem das ciências, no ensino secundário. Teve como finalidade principal compreender, no que se refere à construção da ciência, em que medida a mensagem transmitida pelo discurso pedagógico veiculado pelo programa e por manuais escolares de Biologia e Geologia do 10º ano, bem como as conceções dos professores, poderão influenciar a sua inclusão no ensino das ciências. A análise da construção da ciência - no programa, nos manuais e nas conceções dos professores - focou-se na natureza e conceptualização dos conhecimentos e capacidades metacientíficos, nas relações entre conhecimentos científicos e metacientíficos e na explicitação do texto metacientífico. O estudo baseou-se em teorias dos campos da epistemologia e da sociologia. Em termos sociológicos, fundamenta-se essencialmente na teoria do discurso pedagógico de Bernstein, que forneceu os principais conceitos utilizados na análise das relações sociológicas expressas através dos textos curriculares e das conceções dos professores. Em termos epistemológicos, tem subjacente, entre outras teorias, a conceptualização da ciência de Ziman, cujos conceitos constituíram a base para a categorização dos conhecimentos e capacidades com referência a cada uma das dimensões metacientíficas propostas por este autor. Utilizou-se uma metodologia mista, tendo as análises realizadas sido baseadas numa constante dialética entre as proposições teóricas e os dados empíricos. As análises mostraram que, tanto no programa como nos manuais, a mensagem relativa à metaciência privilegia a metodologia da ciência (dimensão filosófica) e, seguidamente, a sua sociologia externa, atribuindo pouca importância a outros aspetos importantes da construção da ciência. Quanto ao grau de conceptualização dos conhecimentos e das capacidades metacientificos, as análises desses textos revelaram a presença de maior complexidade ao nível das capacidades, estando os conhecimentos quase todos confinados a conceitos simples. Verificou-se uma intradisciplinaridade considerável entre conhecimentos científicos e metacientíficos mas, no seu todo, o texto metacientífico a ser apreendido é pouco explícito. Nesses textos, a construção da ciência é mais valorizada ao nível da componente de Geologia, sobretudo nos manuais. O estudo revelou, ainda, a presença de recontextualizações entre os discursos pedagógicos do programa e dos manuais, bem como no seu interior, que se traduziram em descontinuidades ao nível desses textos passíveis de afetar a sua interpretação por parte dos professores. A maioria dos professores participantes mostrou valorizar a construção da ciência na educação científica e reconhecer os significados específicos desse contexto, tendo manifestado mais dificuldades na identificação dos significados necessários à sua implementação. No entanto, quando esses professores foram confrontados com o programa de Biologia e Geologia, estes resultados relativos ao reconhecimento do contexto da construção da ciência e à sua implementação baixaram consideravelmente. Tal facto permite inferir a existência de problemas ao nível da interpretação do programa que, aliados à forma como a metaciência está contemplada nos manuais, poderão causar dificuldades na sua implementação em sala de aula. O estudo permitiu levantar questões relacionadas com a importância de melhorar a mensagem relativa à construção da ciência que consta dos programas curriculares e dos manuais escolares, nomeadamente no que se refere às suas conceptualização, explicitação e coerências interna e externa. Aponta igualmente para a importância de promover a formação dos professores (inicial e contínua) relativamente ao ensino da construção da ciência.
The study was centred on science construction in the context of science teaching and learning of high school education. Its main purpose was to understand the message transmitted by the pedagogical discourse of both syllabus and textbooks of the discipline of Biology and Geology, the extent to which this message was recontextualized throughout the pedagogical device and also the conceptions of teachers. The study analyses how this may influence the presence and characteristics of science construction in science teaching. The analysis of the construction of science across the syllabus, textbooks and teachers' conceptions was focused on the nature and complexity of metascientific contents (knowledge and skills), on the intradisciplinarity between scientific and metascientific knowledge and on the explicitness of metascientific text. The study is epistemologically and sociologically grounded. In sociological terms it is essentially based on Bernstein's theory of pedagogical discourse which provided the main concepts used in the analysis of texts, teachers' conceptions and their interrelationships. In epistemological terms it is based on several theories namely Ziman’s conceptualization of science, whose concepts provided the basis for the description of science construction present in the syllabus, textbooks and teachers’ conceptions. A mixed methodology was followed. The analyses were based on a constant dialectics between the theoretical propositions and the empirical data. The results show that the metascientific message of both syllabus and textbooks privileges the methodology of science (philosophical dimension) followed by its external sociology, giving little importance to other important aspects of science construction. The level of complexity of this message is higher in the case of skills than in the case of knowledge which is mostly restricted to simple concepts. The message contains a considerable degree of intradisciplinarity between scientific and metascientific knowledge. On the whole the message is not made very explicit. Science construction is more valued at the level of the subject of Geology, particularly in textbooks. The study also showed the presence of recontextualizing processes between the pedagogical discourses of syllabus and textbooks, as well as within them, which resulted in discontinuities between and within these texts. This may influence their interpretation by teachers. Most of the participating teachers valued science construction in science education and were able to recognize the specific meanings of such a context. However they showed difficulties in identifying the appropriate meanings for its implementation. These results decreased considerably when this group of teachers was confronted with the actual Biology and Geology syllabus which leads to infer the existence of problems in its interpretation. These problems, together with the way in which metascience is approached in textbooks, may cause difficulties in its implementation in the classroom. The study raised questions related to the importance of improving the message regarding science construction that appears in curricula and textbooks, especially with regard to its complexity, explicitness and its internal and external coherence. It also points out to the importance of promoting teachers’ initial and in-service education with regard to the teaching of science construction.
The study was centred on science construction in the context of science teaching and learning of high school education. Its main purpose was to understand the message transmitted by the pedagogical discourse of both syllabus and textbooks of the discipline of Biology and Geology, the extent to which this message was recontextualized throughout the pedagogical device and also the conceptions of teachers. The study analyses how this may influence the presence and characteristics of science construction in science teaching. The analysis of the construction of science across the syllabus, textbooks and teachers' conceptions was focused on the nature and complexity of metascientific contents (knowledge and skills), on the intradisciplinarity between scientific and metascientific knowledge and on the explicitness of metascientific text. The study is epistemologically and sociologically grounded. In sociological terms it is essentially based on Bernstein's theory of pedagogical discourse which provided the main concepts used in the analysis of texts, teachers' conceptions and their interrelationships. In epistemological terms it is based on several theories namely Ziman’s conceptualization of science, whose concepts provided the basis for the description of science construction present in the syllabus, textbooks and teachers’ conceptions. A mixed methodology was followed. The analyses were based on a constant dialectics between the theoretical propositions and the empirical data. The results show that the metascientific message of both syllabus and textbooks privileges the methodology of science (philosophical dimension) followed by its external sociology, giving little importance to other important aspects of science construction. The level of complexity of this message is higher in the case of skills than in the case of knowledge which is mostly restricted to simple concepts. The message contains a considerable degree of intradisciplinarity between scientific and metascientific knowledge. On the whole the message is not made very explicit. Science construction is more valued at the level of the subject of Geology, particularly in textbooks. The study also showed the presence of recontextualizing processes between the pedagogical discourses of syllabus and textbooks, as well as within them, which resulted in discontinuities between and within these texts. This may influence their interpretation by teachers. Most of the participating teachers valued science construction in science education and were able to recognize the specific meanings of such a context. However they showed difficulties in identifying the appropriate meanings for its implementation. These results decreased considerably when this group of teachers was confronted with the actual Biology and Geology syllabus which leads to infer the existence of problems in its interpretation. These problems, together with the way in which metascience is approached in textbooks, may cause difficulties in its implementation in the classroom. The study raised questions related to the importance of improving the message regarding science construction that appears in curricula and textbooks, especially with regard to its complexity, explicitness and its internal and external coherence. It also points out to the importance of promoting teachers’ initial and in-service education with regard to the teaching of science construction.
Descrição
Tese de doutoramento, Educação (Didática das Ciências), Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Teses de doutoramento - 2017