A bioliteracia e a cidadania : os alunos do ensino secundário
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Data
2017
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University of Lusophone Humanities and Technology
Resumo
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. 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. Neste artigo, vamos apresentar os dados resultantes de um trabalho de investigação centrado na 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. A opção metodológica teve como base a aplicação de um questionário aos alunos do ensino secundário. 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.
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. 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. In this paper, 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. In this study, a questionnaire was applied to secondary school 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.
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. 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. In this paper, 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. In this study, a questionnaire was applied to secondary school 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.
Descrição
Revista Lusófona de Educação
Palavras-chave
POLÍTICA EDUCATIVA, CIDADANIA, BIOLITERACIA, EDUCAÇÃO, ENSINO SECUNDÁRIO, ENSINO DA BIOLOGIA, BIOLOGY TEACHING, EDUCATIONAL POLICY, CITIZENSHIP, BIOLITERACY, EDUCATION, SECONDARY EDUCATION
Citação
Soeiro, M D C F 2017, 'A bioliteracia e a cidadania : os alunos do ensino secundário', Revista Lusófona de Educação.