M. Mayer, A. M. A. Carneiro-Leao, C. Mayer, J. M. Alves


Many  authors have proposed  that contextualization of reality  is necessary  to teach  Biology, empha- sizing students´ social and  economic realities.   However, contextualization means  more than  this;  it is related  to working with  different kinds of phenomena  and/or objects  which enable  the  expression of scientific concepts.  Thus,  contextualization allows the integration of different contents.  Under this perspective,  the  objectives  of this  work were to articulate different  biology concepts  in order  to de- velop a systemic vision of biology; to establish  relationships with other areas of knowledge and to make concrete the  cell molecular  structure and organization as well as their  implications  on living beings´ environment, using  contextualization.  The  methodology  adopted  in this  work  was based  on three aspects:  interdisciplinarity, contextualization and development of competences,  using energy:  its flux and transformations as a thematic axis and  an approach  which allowed the  interconnection between different situations involving  these  concepts.   The  activities developed  were:  1.   dialectic exercise, involving a movement around  micro and macroscopic aspects,  by using questions  and activities,  sup- ported  by the use of alternative material  (as springs, candles) on the energy, its forms, transformations and  implications  in the  biological way (microscopic  concepts);  2, Construction of molecular  models, approaching the concepts of atom,  chemical bonds and bond energy in molecules; 3. Observations de- veloped in Manguezal¨(mangrove swamp)  ecosystem (Itapissuma, PE)  were used to work macroscopic concepts  (as  diversity  and  classification  of plants  and  animals),  concerning  to  energy  flow through food chains and webs. A photograph register of all activities  along the course plus texts  were used to build  a hipermedia  material.  This  technology  permit  overcomes a linear  communication, improving the  comprehension  of the network perspective.   The teachers  speeches revealed  their  conceptual  con- structions along the  course,  showed the development of the  competences  in identify  interconnection points  in the flow and chemical cycling of energy, compatible  with a systemic view of life.


interdisciplinarity, chemical cycling

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DOI: https://doi.org/10.16923/reb.v3i1.183


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