Biochemistry in high school biology textbooks: evaluation of epistemological obstacles presence
Owing to the importance of textbooks in the classroom context, this study investigated the presence of epistemological obstacles in biochemical contents of four textbooks used by Florianópolis's teachers. For this purpose we evaluated the first volume of each collection from first year high sch...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Federal do Pará (UFPA) |
| Repositorio: | Amazônia (Universidade Federal do Pará. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufpa.br:article/2585 |
| Acceso en línea: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/2585 |
| Access Level: | acceso abierto |
| Palabra clave: | epistemological obstacles; science teaching; biochemistry; textbooks obstáculos epistemológicos; ensino de biologia; bioquímica; livros didáticos |
| Sumario: | Owing to the importance of textbooks in the classroom context, this study investigated the presence of epistemological obstacles in biochemical contents of four textbooks used by Florianópolis's teachers. For this purpose we evaluated the first volume of each collection from first year high school. The identification and characterization of the “first experience” and “general knowledge” obstacles was performed in all basic biochemical content (water, minerals, vitamins, macromolecules and energy metabolism). The analysis of the remaining obstacles (verbal, unitary and pragmatic knowledge, substantialism, realism and animism) was performed qualitatively and quantitatively in the same content, except the energy metabolism. According to the results, it was possible to detect all epistemological obstacles in materials evaluated, usually in the same contents. The obstacle most observed in all the textbooks was the substantialism. Whereas the presence of these barriers adversely affects the acquisition of scientific knowledge, this work can help teachers to overcome these obstacles reducing the barriers present in the teaching-learning of these contents in region schools. |
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