The Role of Moving Images in the Teaching of Biology in Adult Education
- 1 Federal Institute of Goias, Luziania, Brazil
- 2 University of Brasília, Brasília, Brazil
Abstract
Taking into consideration the pedagogical potential of images, we proposed to analyze the contribution documentaries produced for educational purposes, the understanding of concepts related to entomology. Therefore, we organized a sequence of biology teaching. In our work, we developed diversified activities that were planned and organized in advance, but to create teaching situations where students could analyze their previous knowledge. The teaching sequence was subdivided into three meetings, which were used insect images, text problem situation and documentaries produced for educational purposes. All activities were audio recorded. Participated in the activities of high school students involved in a program of Adult Education. After analyzing the data generated, it can be concluded that these documentaries supported the development of more complex representations, which leads us to infer that this type of teaching resource is an important additional resource of learning, since it is widely considered by students.
- Costa Neto, E. M. (2004). Insects that “offend”: Artropodoses vision of the residents of the Serra da Jibóia, Bahia, Brazil. Sitientibus Série Ciências Biológicas, 4, 59-68.
- Costa Neto, E. M., & Carvalho, P. D. (2000). Perception of insects by graduates of the State University of Feira de Santana, Bahia, Brazil. Acta Scientiarum, Maringá, 22, 423-428.
- Freire, P. (2002). Pedagogy of autonomy. Knowledge required for educational practice (25th ed.). Sao Paulo, SP: Paz e Terra.
- Henschke, J. A., & Cooper, M. K. (2006). International research foundation for andragogy and the implications for the practice of education with adults. In Proceedings of the 2006 midwest research-topractice conference in adult, continuing, extension and community education (pp. 93-98). St. Louis: University of Missouri.
- Lima, M. L. O., Lima, V. H. M., Albuquerque, M. F. A., Silva, P., Lira, J. A. M., & Silva, R. A. (2010). Perception of animals as “insects” by the residents of the village of Nazareth, Cabo de Santo Agostinho, Pernambuco. X Jornada de Ensino, Pesquisa e Extensao, Jepex, 1822 October 2010, Recife: UFRPE.
- Ludojoski, R. (1972). Andragogy and adult education. México: Editorial Guadalupe.
- Melo, C. T. V. (2002). The documentary genre as audiovisual. Comunicao e Lnformacao, 5, 25-40.
- Penafria, M. (1999). The documentary film: History, identity, technology. Lisboa: Editora Cosmos.
- Posner, G., Strike, K., Hewson P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227. http://dx.doi.org/10.1002/sce.3730660207
- Inês, R. P. R. (2009). Experiential learning and wisdom in the adult and older adult. Dissertation (Master of Science in Education), Portugal: University of Lisbon.
- Rachal, J. R. (2002). Andragogy’s detectives: A critique of the present and a proposal for the future. Adult Education Quarterly, 37, 210227. http://dx.doi.org/10.1177/0741713602052003004
- Silva, H. C., Zimmermann, E., Carneiro, M. H. S., Gastal, M. L., & Cassiano, W. S. (2006). Caution when using images in science education. Ciência e Education, 12, 219-233.
- Vogt, M. S. L. (2007). Andragogy principles in the context of the teaching-learning process in physical therapy. Thesis, Brasília: University of Brasilia.
- Werner, W. (2004). What does this picture say? Reading about the intertextuality of visual images. International Journal Social Education, 19, 1-10.