Contribuições da história da ciência no processo de ensino e aprendizagem de citologia

Abstract

The present study presents as a theme the teaching and learning process of cytology, for which it has produced a didactic sequence, with the aim of introducing the content of cytology to students from 8th grade from the study of some moments in the History of Science that have contributed to the formation of the concept of cell. The didactic sequence has five steps developed during 13 hours in the discipline of Sciences, in a municipal school of Campo Grande/MS. The preparation of the activities were based on Vygotsky's ideas, and on the development of them, we sought to promote and monitor the evolution of early concepts of the students and present the process of gradual and nonlinear formation of the concept of cell. For this reason, all the dialog and tasks developed by the students were recorded, transcribed and analyzed qualitatively by means of Microgenetic Analysis. In the analysis of the initial concepts, it was found that the students had many limitations to define the concept of cell. However, the established dialogs and mediated by the teacher minimized these limitations; in them, the students imitated the intellectual analysis of the teacher and expressed the first generalization of learned concepts. In general, we found many signs of appropriation of knowledge worked. The tasks developed were important to bring the ideas of students to scientific formulations of cell. The systematization of knowledge through the History of Science has facilitated the development of concepts and the understanding of the process of gradual and nonlinear formation of scientific knowledge, bringing students, with all its doubts and uncertainties, of the process of construction of the concept of cell. Furthermore, the Vygotsky's ideas allowed reflections on the complexity of the learning and development of concepts.