Abstract
This work is a study of previous conceptions of young students and adults about the content relating to zoology, in particular insects. We emphasize that the knowledge built by these students should be respected and considered as an important variable in the process of teaching and learning of scientific and technological knowledge. To explain the students’ prior knowledge on the subject in question, we developed a questionnaire consisting of three themes relating to animals: the general concept, the characterization of invertebrates and the relationships established between insects and man. The data analysis allows us to state that although the vast majority of students evidencing the role that insects play in the ecological balance, still use common sense criteria to characterize them at the expense of biological criteria. Our studies show that the initial representations made by students about the concept of animal and, particularly, insects showed once again the need to propose teaching activities that facilitate the conceptual change from the confrontation of ideas and these students with scientific knowledge.
Highlights
The education of youth and adult comprises a shaft which is permeated by literacy reaching the university, covering diverse educational proposals
According to Haddad and Di Pierro (2000), the education of youth and adults always comprised a very diverse set of processes and formal and informal practices related to the acquisition or expansion of basic knowledge, technical and professional skills or socio-cultural abilities
In this study most often cited by residents were cockroaches, flies and ants, and 57.8% of women showed a sense of disgust and fear in relation to insects, which corroborates with the cultural perception of insects in our daily lives
Summary
The education of youth and adult comprises a shaft which is permeated by literacy reaching the university, covering diverse educational proposals. Reflecting on the education of youth and adults, Freire (2001) asserts that the concept goes, moving in the direction of popular education as the reality begins to make some demands to sensitivity and scientific competence of teachers and educators, understanding it broader. Welcoming Oliveira (1999) is in the belief that these students have a different reintegration into the school context for coming from a fragmented history of schooling; Paiva (2006) considers the very wide range of modalities and corroborating Freire (2001) advocates a emancipatory education for the fullness of man in the world They understand that the education of youth and adults covers a group of individuals who for various reasons at some point stopped attending school regularly and redeeming their rights as citizens by seeking the path of formal education to break with the processes of exclusion which were victimized. Construction of their knowledge must be respected and considered as an important variable in the process of teaching and learning of scientific and technological knowledge and stay in school
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