Abstract
Evolution and its teaching generate controversy in society. Therefore, understanding how pedagogues conceive this topic is important, as they are the first to introduce it to children. Human evolution has been proven by scientific evidence and the intelligent design hypothesis does not find academic support. The objective was to analyze how students of pedagogy perceive the origin of man and the hypothesis of intelligent design. Pedagogy students of UNIFOR-MG participated. The questions of the BIOHEAD-CITIZEN questionnaire, A33: the improbability of the emergence of humanity; and B44: the role of intelligent design in the evolution of species were analyzed. Most students of the second period believe that man came to chance. In the 4th period, those who did not agree increased and in the 6th period the students mostly aligned with this view. Most of the students in the 2nd period showed that intelligent design was important in evolution, but in the 4th and 6th period, this percentage decreased. It was found that in the course there was the consolidation of scientific knowledge, leading to the decline in acceptance of the intelligent design hypothesis, in a contradictory way did not measure tendency over chance in the origin of the human species.
Highlights
A evolução gera controvérsias na sociedade e no seu ensino
The theory of biological evolution is considered the unifying axis of Biology by many authors[1]
This work was developed at the University Center of Formiga, Formiga, Minas Gerais, Brazil, with the purpose of analyzing the conceptions of 64 students of the Pedagogy course in three different periods (2nd, 4th and 6th) on how the species originated and the degree of importance given to the intelligent design hypothesis
Summary
A evolução gera controvérsias na sociedade e no seu ensino. Portanto, compreender como os pedagogos concebem esse tópico é importante, pois são os primeiros a apresentá-lo às crianças. A maioria dos alunos do 2° período revelaram dar importância ao design inteligente na evolução, entretanto no 4° e 6° período diminuiu essa porcentagem. Detectou-se que no curso houve a consolidação do conhecimento científico, levando ao declínio na aceitação da hipótese do design inteligente, de forma contraditória não se aferiu tendência sobre o acaso na origem da espécie humana. Caldeira et al[2] agree with this view and add that evolution provides a basis for understanding current Biology and subsidizing concepts for various areas of study within Biology. Evolution is fundamental to understand most of the concepts and theories of Biological Sciences[4 ]. It cannot be denied that both Science and Religion bring knowledge of the world to living beings, but it is worth emphasizing that both have their own truths[6 ]
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