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

In this work we report the application of an interactive didactic sequence (IDS) with resin blocks with encrusted animals to work on the content of Arthropods in the discipline of Science in Elementary School. The objective of the work was to understand the use of resin blocks combined with an IDS can enhance the learning of the phylum Arthropoda. Data collection was carried out through observation, field diary and drawings produced by the students. The IDS was carried out in three stages and was applied to an eighth-grade class. From the analysis of the data, it is possible to affirm that the IDS potentiated the learning of the phylum Arthropoda.

We report on research involved in the analysis of dissertations and theses in Biology Teaching, defended between 1972 and 2016. The analysis was guided by the following descriptors: quantitative evolution of production; institutions; academic degree; authors and gender; school level; thematic focuses; types of academic work. In the results, we briefly describe details about the institutional base supporting these works; then we focus on the trends that mark these studies, especially in relation to the privileged teaching contexts, the thematic lines of investigation and some elements of a methodological nature. Based on the research findings, in the final part of the article we reflect on the directions of this academic production and its connections with the broader field of Science Education.

This text aims to present memories and practices of the Regional 1 team, in celebration of the 25th anniversary of the Brazilian Association of Biology Education. We bring, in the first part, a descriptive report of the actions developed over the 22 years of the Regional, based on empirical records, followed by shared memories and senses. We end with the presentation of challenges present throughout our history, as well as imagined futures. We chose to bring the voices of people who were in the in Executive Board or Deliberative Council of the Regional 1. In this way, although many of its members had been Basic Education teachers or educators in other contexts, it is with the academic perspective that we built this text.

The text addresses my memories about the twenty-five years of SBEnBio, an entity created in 1997 during the VI Meeting ‘Perspectives on Biology Teaching’ at USP. Such memories are also crossed by my twenty-five years of professional experience at UFRJ, training Biological Sciences teachers. When revisiting these memories through the writing of this text, I perceive myself as the subject of this experience of being crossed and transformed, at the same time, by both institutions. At the same time, I transform these institutions in my professional trajectory. In the dialogue with Jorge Larrosa and Reinhart Koselleck, I assume these memories as an effect of this whole process that, in the present, articulates past and future. They must be perceived, therefore, less for the 'truths' they announce and more for the effects they will produce on those who propose to read these writings.

The flipped classroom (FC) favors greater interactions between the members of the pedagogical action, promoting greater student engagement in Biology content. This article makes a critical analysis of a part of the knowledge produced on experiences using the FC in the Biology teaching. For this, the Google Scholar database was used by combining different descriptors and filters. Some of these experiences, or part of them, were successful, but they also showed difficulties to be overcome and paths to be followed. The lack of material resources, personnel, and the social vulnerability of students are some of these obstacles. Training teachers and students on this methodology is a prerequisite for a better implementation of the FC.

The text begins by recalling the context in which the Brazilian Biology Teaching Association (SBEnBio) was founded and its role in discussions around educational policies in the country. It draws parallels between then and now, with emphasis on business interests and their relationship with the National Common Curriculum Base (BNCC) and the so-called “New Secondary Education”. In this path, the text highlights the fundamental role played by SBEnBio in unveiling “false innovations” in national educational proposals, and in resisting movements to attack education, schools, Biology teaching and teachers, as well as in outlining scenarios that seek to address the challenges posed by that context.  

Este artigo tem como objetivo a compreensão das mudanças ocasionadas ao Ensino de Ciências Naturais devido à pandemia de COVID-19, no âmbito do Distrito Federal. É uma pesquisa de cunho qualitativo e utilizou o questionário como instrumento de coleta de dados. Os sujeitos de pesquisa foram professores atuantes na disciplina de Ciências da SEEDF (Secretaria de Estado de Educação). Como resultados observa-se que houve um aumento do uso das TDIC’s no ensino e foram detectados aspectos relacionados a sobrecarga de trabalho e fragilidades emocionais. Evidencia-se que a realidade educacional de professores atuantes na SEEDF coaduna com a realidade de profissionais atuantes em outros estados brasileiros e que é necessário repensar o cenário educacional para que se possa amenizar tais impactos.

The similarities between Archaea and Bacteria led to the joining of these two domains of prokaryotes in the same taxonomic category (Monera) for years. The objective of this study was to analyze the teaching of Archaea in high school in three public schools in Distrito Federal, Brazil, from the perspective of teachers and students and analysis of didactic books. Questionnaires were applied to teachers and students to identify aspects that guide the teaching of this topic. Results showed that Archaea teaching occurs simplistically. Students do not recognize the fundamental characteristics of these microorganisms and associate Archaea with Bacteria. One textbook analyzed still adopts the classification system of organisms in five kingdoms and presents limited information on this topic.

The aim of this study was to investigate the curricular possibilities offered by an institution while examining the demands of students on the subject. This is an exploratory qualitative research. We work with open and closed questions. Data were tabulated and analyzed using simple statistics using tables and graphs. The results reveal the importance of creating activities that go beyond the limits of disciplines. Students defend greater integration between areas as a fundamental factor for learning. The Biology-Sociology integration was considered ideal by the majority. The experiences are another highlight in the students' view. Thinking in an articulated way the approaches on the subject is unavoidable.

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