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A construção da ciência na educação científica do ensino secundário : análise do novo programa de biologia e geologia do 10º ano
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O presente estudo enquadra-se numa investigação mais ampla, realizada pelo Grupo ESSA
(Estudos Sociológicos de Sala de Aula), que se centra nas reformas que estão a ser
implementadas em Portugal ao nível das ciências no ensino secundário.
Teoricamente a investigação baseia-se fundamentalmente na teoria do discurso pedagógico
de Bernstein (1990) e nas dimensões da construção da ciência, de acordo com Ziman (1984),
desenvolvendo-se em função do seguinte problema geral de investigação: de que forma está
a construção da ciência presente no actual programa de Biologia e Geologia do 10º ano?
O estudo consistiu numa análise do novo programa de Biologia e Geologia do 10º ano,
focada na (1) natureza e abrangência dos conteúdos metacientíficos, no (2) grau de relação
entre conteúdos científicos e metacientíficos, isto é, na intradisciplinaridade e no (3) grau de
explicitação do texto metacientífico, tendo em consideração dois aspectos que se têm
revelado fundamentais na área do ensino das ciências: o nível de conceptualização requerido
na aprendizagem científica e a explicitação do texto a ser transmitido/adquirido no contexto
da relação Ministério da Educação/professores. Também constituiu objectivo deste estudo a
análise da extensão e do sentido da recontextualização sofrida pelo programa, quando se
passa dos princípios gerais para as orientações específicas, tomando como referência os
aspectos mencionados relativamente à construção da ciência e as componentes de Biologia e
de Geologia.
Do ponto de vista metodológico, trata-se de um estudo qualitativo de natureza compreensivainterpretativa, tendo consistido numa análise qualitativa do conteúdo do programa de
Biologia e Geologia do 10º ano, em que foram utilizados instrumentos de avaliação
construídos de acordo com os conceitos da teoria de Bernstein.
Os resultados obtidos revelaram descontinuidades entre as duas componentes do programa
ao nível dos vários aspectos analisados.
Na componente de Geologia a construção da ciência tem uma abrangência bastante
significativa, não acontecendo o mesmo com as relações entre conteúdos científicos e
conteúdos metacientíficos cuja baixa representatividade revela um nível de conceptualização
consideravelmente menor do que aquele que é manifestado pela abrangência dos conteúdos
metacientíficos. O grau de explicitação do texto metacientífico é baixo, sendo assim
conferido aos professores um elevado grau de controlo no ensino da metaciência.
Na componente de Biologia, os resultados obtidos revelaram uma abrangência pouco
significativa da metaciência bem como das relações entre conteúdos científicos e conteúdos
metacientíficos o que manifesta um baixo nível de conceptualização das aprendizagens
propostas neste âmbito. Nesta componente o grau de explicitação do texto metacientífico é
ainda mais baixo do que na componente de Geologia.
Os resultados obtidos revelaram, também, um grau de recontextualização com expressão
significativa nas duas componentes, sobretudo na de Biologia, quando se passa das
orientações gerais para as orientações específicas. Esta recontextualização traduz-se, de uma
forma geral, numa diminuição da abrangência da construção da ciência.
Com base nos resultados desta investigação espera-se, ao nível de professores da área do
ensino das ciências do ensino secundário, de formadores de professores e de responsáveis
pela elaboração e avaliação de programas, contribuir com sugestões e recomendações
relativas à inclusão da construção da ciência no ensino das ciências de nível secundário.
The present study is part of a broader research developed by the ESSA Group that is centred on the reforms that are now being implemented in Portugal at the level of science in the secondary school. Theoretically, the study is mostly based on Bernstein's theory of pedagogic discourse (1990) and on Ziman’s conceptualization of science dimensions (1984) and adresses to the following research problem: How is the construction of science included in the Biology and Geology syllabus of the 10th year of schooling? The study consists in the analysis of the new Biology and Geology syllabus of the 10th grade, focused on (1) the nature and broadness of the metascientific contents, (2) the degree of relation between scientific and metascientific contents, that is, in intradisciplinarity and (3) the degree of explication of the metascientific text, with regard to two aspects that have become very important on science teaching: the conceptual level of scientific learning and the explication of the text to be transmited-acquired in the context of the relation Ministry of Education /teachers. This study also explores the extent and direction of recontextualising processes, which is taking place between general and specificic guidelines of the syllabus, with regard to the aspects mentioned about the construction of science and the Biology and Geology components. From the methodological point of view, the study is qualitative with a compreensiveinterpretative nature, consisting in a qualitative analysis of the Biology and Geology syllabus of the 10th grade where were used evaluation instruments constructed in accordance with concepts of Bernstein's theory. The results suggest discontinuities between the two components of the syllubus with regard to the several aspects that were analysed. Within the Geology component the construction of science has a significantly broader character, something that does not happen with the relations between scientific and metascientific knowledges. There low representation shows a conceptual level considerably lower than that manifested by the broadness of science construction. The degree of explication of the metascientific text is low, which gives to the teachers a high control over metascience teaching. Within the Biology component the construction of science has a low representation the same happening with the relations between scientific and metascientific knowledges. This evidences a low conceptual level with regard to the proposed of learnings related to metascience. In this component the degree of explication of the metascientific text is even lower than in the Geology component. The results also suggest a significant level of recontextualisation in the two components of the syllubus, which is taking place between general and specificic guidelines. This recontextualisation, in general goes, goes in the direction of diminishing the broadness of the construction of science. The results of the study provide suggestions and recommendations for secondary education teachers, teachers trainers and those responsible for the elaboration and evaluation of syllabuses, with regard to the inclusion of the construction of science in science education at secondary education.
The present study is part of a broader research developed by the ESSA Group that is centred on the reforms that are now being implemented in Portugal at the level of science in the secondary school. Theoretically, the study is mostly based on Bernstein's theory of pedagogic discourse (1990) and on Ziman’s conceptualization of science dimensions (1984) and adresses to the following research problem: How is the construction of science included in the Biology and Geology syllabus of the 10th year of schooling? The study consists in the analysis of the new Biology and Geology syllabus of the 10th grade, focused on (1) the nature and broadness of the metascientific contents, (2) the degree of relation between scientific and metascientific contents, that is, in intradisciplinarity and (3) the degree of explication of the metascientific text, with regard to two aspects that have become very important on science teaching: the conceptual level of scientific learning and the explication of the text to be transmited-acquired in the context of the relation Ministry of Education /teachers. This study also explores the extent and direction of recontextualising processes, which is taking place between general and specificic guidelines of the syllabus, with regard to the aspects mentioned about the construction of science and the Biology and Geology components. From the methodological point of view, the study is qualitative with a compreensiveinterpretative nature, consisting in a qualitative analysis of the Biology and Geology syllabus of the 10th grade where were used evaluation instruments constructed in accordance with concepts of Bernstein's theory. The results suggest discontinuities between the two components of the syllubus with regard to the several aspects that were analysed. Within the Geology component the construction of science has a significantly broader character, something that does not happen with the relations between scientific and metascientific knowledges. There low representation shows a conceptual level considerably lower than that manifested by the broadness of science construction. The degree of explication of the metascientific text is low, which gives to the teachers a high control over metascience teaching. Within the Biology component the construction of science has a low representation the same happening with the relations between scientific and metascientific knowledges. This evidences a low conceptual level with regard to the proposed of learnings related to metascience. In this component the degree of explication of the metascientific text is even lower than in the Geology component. The results also suggest a significant level of recontextualisation in the two components of the syllubus, which is taking place between general and specificic guidelines. This recontextualisation, in general goes, goes in the direction of diminishing the broadness of the construction of science. The results of the study provide suggestions and recommendations for secondary education teachers, teachers trainers and those responsible for the elaboration and evaluation of syllabuses, with regard to the inclusion of the construction of science in science education at secondary education.
Descrição
Tese de mestrado em Educação (Didáctica das Ciências), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2006
Palavras-chave
Ciências - Estudo e ensino Teoria de Bernstein Teses de mestrado - 2006