A bioliteracia dos alunos do ensino secundário : as decisões políticas e as realidades reveladas
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2014
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Neste século, as grandes descobertas no campo da Biologia têm confrontado os cidadãos com questões que, pela sua natureza, exigem destes um grau de bioliteracia que os capacite a intervir e agir na sociedade. A Escola não pode ignorar a multiplicidade de problemas deste mundo globalizado, cabendo-lhe um papel acrescido de responsabilidade na promoção da bioliteracia dos jovens. Nesta tese, foi realizado um trabalho de investigação conducente à avaliação do grau de bioliteracia dos alunos do ensino secundário, nos anos de 2008-2009 e 2009-2010, cuja reforma vigente fora promulgada pelo XV Governo Constitucional, em 2004. Esta investigação foi realizada em três etapas distintas: 1) Análise documental e contatos com cientistas internacionais; 2) Questionário aos alunos do ensino secundário; e 3) A opinião dos alunos do ensino superior. Os resultados obtidos permitiram constatar diferenças significativas no nível geral de bioliteracia dos estudantes do ensino secundário consoante determinadas condições sociodemográficas. De um modo geral, podemos concluir pelos resultados obtidos que metodologias ativas, que vão ao encontro das principais premissas nas atuais políticas educativas, podem ter contribuído para os resultados globalmente satisfatórios na bioliteracia dos alunos em fase de conclusão do ensino secundário.
This century’s major discoveries in the field of Biology have confronted citizens with issues which, by their nature, require a level of bioliteracy that enables them to intervene and act in society. The School cannot ignore the multiplicity of problems of this globalized world, and it has an added role of being responsible for promoting bioliteracy in young people. In this thesis, research work was conducted on the evaluation of the degree of bioliteracy in secondary school students in the 2008-2009 and 2009-2010 academic years, whose in force reformation had been promulgated by the 15th Constitutional Government in 2004. This research was conducted in three distinct stages: 1) Documental analysis and contacts with foreign scientists; 2) Questionnaire to secondary school students; and 3) Opinion of higher education students. The results obtained have allowed us to observe significant differences as regards the bioliteracy of secondary school students depending on specific socio-demographic conditions. Generally speaking, we can conclude from the results obtained that active methodologies, which meet the main premises in present day educational policies, may have contributed to the globally satisfactory results of bioliteracy of students in the final stage of their secondary education.
This century’s major discoveries in the field of Biology have confronted citizens with issues which, by their nature, require a level of bioliteracy that enables them to intervene and act in society. The School cannot ignore the multiplicity of problems of this globalized world, and it has an added role of being responsible for promoting bioliteracy in young people. In this thesis, research work was conducted on the evaluation of the degree of bioliteracy in secondary school students in the 2008-2009 and 2009-2010 academic years, whose in force reformation had been promulgated by the 15th Constitutional Government in 2004. This research was conducted in three distinct stages: 1) Documental analysis and contacts with foreign scientists; 2) Questionnaire to secondary school students; and 3) Opinion of higher education students. The results obtained have allowed us to observe significant differences as regards the bioliteracy of secondary school students depending on specific socio-demographic conditions. Generally speaking, we can conclude from the results obtained that active methodologies, which meet the main premises in present day educational policies, may have contributed to the globally satisfactory results of bioliteracy of students in the final stage of their secondary education.
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Orientação : Jorge Oliveira
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DOUTORAMENTO EM EDUCAÇÃO, BIOLITERACIA, BIOLITERACY, ENSINO SECUNDÁRIO, SECONDARY EDUCATION, ENSINO DA BIOLOGIA, BIOLOGY TEACHING, POLÍTICA EDUCATIVA, EDUCATIONAL POLICY, EDUCAÇÃO, EDUCATION