Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

In science teaching, it appears that some biology teachers have already been using some alternative educational resources, such as the use of scientific dissemination texts in addition to textbooks in their teaching practices, to improve student learning. In this sense, the present work aimed to analyze how teachers use scientific dissemination texts and their contribution to the teaching and learning process in State Public Schools in the Municipality of Boa Vista/RR. Regarding the objective of this research, qualitative and descriptive research was approached. Regarding the technical procedures, the field study was used. Thus, to carry out this research, twelve state schools in the capital were selected, of which twenty biology teachers who teach classes to students in the 1st grade of high school agreed to participate in the research. Thus, questionnaires were applied containing thirteen questions alternating between closed and open questions used to research the biology teachers participating in the research. Data analysis was based on the objective of this work. We found in this research that some teachers have been using scientific popularization texts more frequently in addition to textbooks, and using alternative didactic strategies, such as the practice of reading, conducting and discussing debates, solving investigative problems from the research, and holding science fairs. Such strategies are used to contribute to the improvement of student learning in biology teaching.

Students' lack of interest and motivation in the classroom can significantly compromise learning and should be considered when choosing teaching methods. This study aimed to compare the motivation and perception of learning of 108 high school students, who underwent lectures and the Peer Instruction method – IpP in approaching helminth-related content. No significant differences were observed regarding motivation to learn, however, regarding the perception of learning, students felt more secure in the IpP method. The results indicate that the expository method in a dialogic way and the active methods, in particular the IpP, can value the different ways of learning, involving the student in his learning process.

This article studies the educational role of dioramas on the theme of the “Amazon Forest”, from the perspective of Latin American Thought in Science-Technology-Society/PLACTS and the decolonial perspective. To this end, two dioramas were selected, from two Brazilian museums. The results showed colonial forms of domination related to the hegemony of modern science, expressed in the erasure of Amazonian sociobiodiversity. It is concluded that in the museographic transposition process, knowledge, bodies, cultures and ways of being and living of the Amazonian peoples are being erased in these montages, privileging the exposure of a forest in which biodiversity is not being impacted by anthropic actions, where there is no there are human beings who, when they appear, are responsible for extracting infinite resources offered by it for human survival.

This paper presents memoirs of three faculty members involved with the SBEnBio since its foundation. Narratives were told from the viewpoint of the three states that includes the Southern section of SBEnBio,  personal stories that are intertwined with the association, experiences with other meetings previous to the association existence and in meetings held after its foundation, either as participants or organizers. There are also testimonies, stories and comments on how it was to install, organize and maintain SBEnBio's Southern Regional Board over the last 25 years. In the final section we list some perspectives and challenges for the Association and for the teaching area of Biology and Science.

This study aimed to analyze the perception of Biology teachers in relation to fake news in Science and Biology subjects. Considering the difficulties of the current scenario in the context of a pandemic and considering that students are increasingly connected to the internet, an exploratory research was carried out through the application of an online questionnaire to 125 Science and Biology teachers. The analysis, of a qualitative-quantitative nature, revealed that there is a high degree of experience of teachers with fake news in the classroom and the vast majority claims to be a topic of interest and needs to be fought in order to avoid damages to Education and science teaching.

This article aims to recall the trajectory of composition and realization of the events of Regional 4 of the Brazilian Association of Biology Teaching-SBEnbio in the period from 2007 to 2019. The memories of the events mark the walk and reveal the results of the field activities developed in teaching , in research and extension in school institutions (Basic Education), Universities and other educational spaces. Thus, the link between Universities and Schools puts the actors of these spaces to carry out exchanges and reflections that build the history and time of Biology Teaching, and consequently the teaching life (trajectory).

The article presents a writing that reports memories of an experience lived over 25 years of SBEnBIO. I recall my experience in the regional and national executive boards up to the present time, working as editor-in-chief of the Biology teaching journal. When narrating these memories, I also record the political role that SBEnBIO has played and, certainly, has been contributing to society.

The objective of this work is to narrate the author’s experiences at the Brazilian Association of Biology Teaching (SBEnBio), aiming to contribute to the rescue of the association’s memory. After all, SBEnBio plays a fundamental role as a space for dialogue for students, teachers and researches.  

This article deals with a narrative written about the 25 years of Brazilian Association of Biology Teaching (SBEnBio), in a writing that articulates movements and episodes at the national level and at the Regional-5/Northeast level of this collective, highlighting aspects considered important in the formation and professionalization of research and teaching in Science Education and Biology Teaching, as well as the origins and advances of SBEnBio. The data for the elaboration of this work were collected from the specialized literature, in messages given to requests made with fellow Brazilian researchers/teachers by e-mail and through WhatsApp, in documents from SBEnBio (Atas de Assemblies, Annals of events, Newsletters, and in photographs), which constitute memories of the biology teaching area.

The research discusses the promotion of Biology Education, specifically the contents of Botany and Ecology from the Thematic Approach and the development of a didactic sequence and a field class in a non-formal educational setting adjacent to the school, The Formate river, which is located in the community where the reference educational institution is inserted. This work aims to discuss the application of an investigative Didactic Sequence (SD) for the teaching of Botany and Ecology in Basic Education, by using dynamic activities in content teaching and a field class, encouraging the autonomy and the protagonism of students in the learning process. This is a research in education, a pedagogical intervention developed in a school environment, whose data were collected during the intervention and qualitatively approached.As results, it is pointed out the awareness, the interaction and reconstruction of the concepts of Botany and Ecology, valuing and enhancing the students’ previous knowledge about the Formate River.