Resumo

MONERAT, Carlos Alberto Andrade  e  ROCHA, Marcelo Borges. Aspects related to the application of a Didactic Sequence with use of Science Disclosure texts in the initial formation of Science and Biology teachers. Ensino em Re-Vista [online]. 2020, vol.27, n.spe, pp.1380-1404.  Epub 29-Jun-2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v27nea2020-9.

Didactic Sequences allows the student to restructure concepts learned, generating reflections about their learning process, because it presents itself as a tool of consolidation of the relations between theory and classroom practices. Therefore, this research involved the application of a Didactic Sequence associated to Scientific Disclosure texts with a group of undergraduate Biology students, investigating how this association can contribute to the teachers’ formation. The data were collected based on the meetings’ records and the analysis of the materials produced by the participants. The results indicate the texts used constitute important resources in the process of training students. The proposed activities have generated discussions about questions that permeate the necessary construction to the educational practice, allowing also to realize that individuals should to appropriate critically of scientific presuppositions, re-signifying them for their use in teaching activities.

Palavras-chave : Didactic Sequence; Science Disclosure; Science Teaching; Teacher Formation.

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