Concepções de alunos de um curso de formação de biólogos e professores de biologia sobre a evolução biológica e seus mecanismos geradores
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TCC
Data de publicação
2023-12
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Citações (Scopus)
Autores
Fiadi, Érica
Orientador
Pechliye, Magda Medhat
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A Evolução das Espécies é um tema central em ciências biológicas. Criada na década de 1850 (CARMO; MARTINS, 2006), a teoria evolucionista vem sofrendo modificações, conforme surgem novas evidências e conforme diferentes estudiosos se debruçam sobre o assunto, reinterpretando a forma como seres vivos e não vivos se relacionam e se transformam ao longo das gerações. Dessa forma, coexistem diversas teorias, decorrentes de diferentes interpretações e baseando-se em evidências mais ou menos recentes. A falta de consenso em relação às concepções evolutivas é facilmente observável no meio acadêmico. Além disso, supõe-se que visões contraditórias e erros conceituais acerca da evolução permeiem, inclusive, cursos universitários de formação de biólogos e professores de biologia. Este trabalho se ocupou em conhecer e analisar as concepções de alunos de um curso de Ciências Biológicas (bacharelado e licenciatura) de uma universidade em São Paulo acerca da Evolução Biológica e seus mecanismos geradores. Para tal, foi organizado um questionário estruturado, respondido por 24 alunos do curso e contendo cinco perguntas que buscavam explicitar as concepções acerca de evolução, o papel do ambiente nesse processo, adaptação etc. Analisando as respostas, percebeu-se que os alunos, de forma geral, não dispõem de clareza acerca de como surgiram as diferentes espécies hoje conhecidas, como se dá a relação meio-indivíduo, o significado de adaptação e que o conceito de espécie é uma construção humana. Além disso, metade dos alunos exprimiram uma visão mecanicista da evolução, com o meio selecionando características e ditando a sobrevivência dos indivíduos. Conclui-se, portanto, que é necessário reavaliar a forma como os conteúdos ligados à Evolução Biológica são ensinados na graduação, já que os alunos nos semestres finais do curso ainda não apresentam uma visão sistêmica, complexa e multifatorial da evolução e seus mecanismos geradores. Sendo os entrevistados componentes da próxima geração de biólogos e professores de Biologia, é preocupante que carreguem consigo essas concepções, que podem ser apresentadas a seus futuros alunos, perpetuando assim a problemática em questão.
The Evolution of Species is a central theme that guides the knowledge of the biological sciences. Since its inception in the 1850s (CARMO; MARTINS, 2006), the theory of evolution has undergone modifications as new evidence emerges and different scholars study the subject, reinterpreting how living and non-living entities interact and transform themselves over generations. Thus, various theories coexist, resulting from different interpretations and based on more or less recent evidence. The lack of consensus regarding evolutionary concepts is easily observable in the academic milieu. Furthermore, it is assumed that contradictory views and conceptual errors about evolution permeate even university courses that train biologists and biology teachers. This work aimed to understand and analyze the conceptions of students in a Biological Sciences program (bachelor's and teaching degree) at a university in São Paulo regarding Biological Evolution and its generative mechanisms. For this purpose, a structured questionnaire was organized, answered by 24 students in the course, and containing five questions aimed at elucidating concepts about evolution, the role of the environment in this process, adaptation, and more. Analyzing the responses, it was noted that the students, in general, do not have a clear understanding of how different species known today have emerged, how the environment relates to individuals, the meaning of adaptation, and that the concept of species is a human construct. Furthermore, half of the students exhibited a mechanistic view of evolution, with the environment as a selector of characteristics in species and the exclusive determinant of individual survival. Therefore, it is concluded that it is necessary to reevaluate how the contents related to Biological Evolution are taught in undergraduate courses, as students in the final semesters of the course still do not possess a systemic, complex, and multifactorial view of evolution and its generative mechanisms. As the interviewees are part of the next generation of biologists and biology teachers, it is concerning that they hold these conceptions, which can be passed on to their future students, perpetuating the issue in question.
The Evolution of Species is a central theme that guides the knowledge of the biological sciences. Since its inception in the 1850s (CARMO; MARTINS, 2006), the theory of evolution has undergone modifications as new evidence emerges and different scholars study the subject, reinterpreting how living and non-living entities interact and transform themselves over generations. Thus, various theories coexist, resulting from different interpretations and based on more or less recent evidence. The lack of consensus regarding evolutionary concepts is easily observable in the academic milieu. Furthermore, it is assumed that contradictory views and conceptual errors about evolution permeate even university courses that train biologists and biology teachers. This work aimed to understand and analyze the conceptions of students in a Biological Sciences program (bachelor's and teaching degree) at a university in São Paulo regarding Biological Evolution and its generative mechanisms. For this purpose, a structured questionnaire was organized, answered by 24 students in the course, and containing five questions aimed at elucidating concepts about evolution, the role of the environment in this process, adaptation, and more. Analyzing the responses, it was noted that the students, in general, do not have a clear understanding of how different species known today have emerged, how the environment relates to individuals, the meaning of adaptation, and that the concept of species is a human construct. Furthermore, half of the students exhibited a mechanistic view of evolution, with the environment as a selector of characteristics in species and the exclusive determinant of individual survival. Therefore, it is concluded that it is necessary to reevaluate how the contents related to Biological Evolution are taught in undergraduate courses, as students in the final semesters of the course still do not possess a systemic, complex, and multifactorial view of evolution and its generative mechanisms. As the interviewees are part of the next generation of biologists and biology teachers, it is concerning that they hold these conceptions, which can be passed on to their future students, perpetuating the issue in question.
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evolução biológica , concepção de evolução , ensino de biologia , formação de professores , biological evolution , evolution concept , biology teaching , teacher formation.