<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132020000100265</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320200068</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação Pensamento-Linguagem e as Distorções Conceituais no Ensino de Biologia]]></article-title>
<article-title xml:lang="en"><![CDATA[The Relation between Thought and Language, and Misunderstandings in the Teaching of Biology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ceschim]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ganiko-Dutra]]></surname>
<given-names><![CDATA[Matheus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldeira]]></surname>
<given-names><![CDATA[Ana Maria de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista (UNESP) Faculdade de Ciências Programa de Pós-Graduação em Educação para a Ciência]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132020000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132020000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132020000100265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo geral deste trabalho foi investigar as distorções conceituais decorrentes da relação pensamento-linguagem que ocorrem no Ensino de Biologia, identificando as variáveis que possam interferir na articulação didática. Realizou-se um levantamento, por meio de trabalhos, a partir das pesquisas em andamento e publicadas pelo Grupo de Pesquisa em Epistemologia da Biologia (GPEB), da Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP) ao longo da última década, que permitiu sistematizar um conjunto de variáveis identificadas, dificultadoras da articulação didática, epistemológica, linguística e cognitiva na Formação Inicial de Professores em Ciências Biológicas e que resultam na não compreensão da Biologia como ciência e suas inter-relações. Os resultados sugeriram que a polissemia e as figuras de linguagem estimulam o pensamento humano a promover distorções conceituais que se opõem à Epistemologia da Biologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this study was to investigate the misunderstandings produced by the relationship between thought and language in Biology Education, with the identification of variabilities that may interfere with didactic articulation. We have surveyed data from research both in progress and published over the last decade by the Epistemology of Biology Research Group of São Paulo State University (UNESP). This has allowed for the systematization of a set of identified variables, which can pose difficulty to the articulation of didactic, epistemological, cognitive and linguistic processes in the initial training/education of teachers of biological sciences and that may lead to the incomprehension of Biology as a science or its inter-relations. The results suggest that polysemy and figures of speech stimulate human thought to distort concepts that are contrary to Biological Epistemology.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Biologia]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial do professor]]></kwd>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Processo cognitivo]]></kwd>
<kwd lng="en"><![CDATA[Biology teaching]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Cognitive processes]]></kwd>
</kwd-group>
</article-meta>
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