Construção conceitual e desenho de sequências de ensino aprendizagem sobre fungos : uma proposta para professores das séries iniciais

Abstract

Our proposal is to investigate the fungi conceptual construction by juniors school teachers with the appropriation of notions about the design of teaching and learning sequences. To achieve our goals, we structured our intervention in five steps and considered the approach called "integrated constructivist" (MARTINE MÉHEUT, 2005) that considers equally both dimensions: epistemic and pedagogical. The results indicate that there was a gradual evolution in the construction of the content on fungi by teachers, but there are still many gaps in the conceptual part of teachers. Moreover the proposed activities in the intervention helped confirm that the conceptual difficulties compromise the development of more sophisticated methodological approaches, such as the design of teaching-learning sequences. Despite the difficulties, two pairs of teachers have achieved the expected results on the design of teaching and learning sequences, as they beheld the most structural criteria listed.