The teaching of biological evolution in Mexican socialist textbooks in the 1930s

2021 ◽  
Vol 10 (2) ◽  
pp. e022
Author(s):  
Erica Torrens Rojas ◽  
Juan Manuel Rodríguez Caso ◽  
Ana Rosa Barahona Echeverría
Keyword(s):  
Social Change ◽  
Education Reform ◽  
School System ◽  
Basic Education ◽  
Biological Evolution ◽  
Natural Sciences ◽  
Modern History ◽  
Lazaro Cardenas

This manuscript presents the genesis and development of the so-called “Mexican socialist” school system of the 1930s, whose leading stakeholder was President Lázaro Cárdenas. At the beginning of the socialist project, Mexico underwent the most politicized and controversial education reform in its modern history. Much has been said about this ambitious project of social change. However, a thorough exam is still needed, especially on how socialist values were globalized and appropriated in the Mexican scenario regarding the new State project of basic education. In this sense we are interested in how science was portrayed in Natural Sciences textbooks, especially focusing in biological evolution.

scholarly journals A EVOLUÇÃO BIOLÓGICA NA PERSPECTIVA DE ESTUDANTES DO CURSO DE CIÊNCIAS BIOLÓGICAS DA UNIVERSIDADE FEEVALE

2019 ◽  
Vol 1 ◽  
pp. 243
Author(s):  
Cristiane Borba Luckmann ◽  
Natalia Aparecida Soares
Keyword(s):  
Biological Sciences ◽  
Natural Selection ◽  
Scientific Knowledge ◽  
Evolutionary Biology ◽  
Basic Education ◽  
Biological Evolution ◽  
Science And Religion ◽  
Natural Sciences ◽  
Cultural Conflicts ◽  
National Education

A evolução biológica é amplamente mencionada nos documentos norteadores da educação nacional, inclusive sendo citada como eixo unificador dos conteúdos de Ciências Naturais. No entanto, observaram-se em investigações científicas que ainda são latentes as barreiras epistemológicas e didáticas para o ensino de evolução. Diante deste cenário, buscou-se, através deste estudo, analisar as concepções e saberes científicos de estudantes do curso de Ciências Biológicas da Universidade Feevale acerca da evolução biológica, seleção natural e diversidade de espécies, identificando as principais influências formadoras dessas opiniões, realizando uma análise comparativa entre as concepções de ingressantes e egressos do curso, com o objetivo de verificar a construção do conhecimento científico na graduação. Como metodologia, optou-se por uma abordagem quanti-qualitativa exploratória, através da coleta de dados com o uso de questionários semiestruturados, adaptados de pesquisas recentes. O grupo analisado foi composto por 39 estudantes, sendo 15 ingressantes e 24 egressos, a maioria bacharel (60%). Através dessa pesquisa, constatou-se que os estudantes apresentam entendimento incipiente acerca da temática, com concepções errôneas de evolução biológica e seleção natural. Os resultados, de forma geral, demonstraram que os alunos compreendem a Biologia Evolutiva como um conjunto de processos que permitem a melhoria e/ou aprimoramento de características anatômicas e fisiológicas dos organismos vivos. Observou-se, ainda, que as concepções sobre a teoria evolucionista são influenciadas pelos preceitos religiosos dos estudantes, onde há constante dicotomia entre ciência e religião e diretamente ligados ao ensino deficiente da temática na educação básica. Considera-se pertinente o fomento de discussões sobre a história da ciência e suas contribuições diretas para o desenvolvimento da sociedade contemporânea, acredita-se que este debate possa corroborar para amenizar alguns conflitos culturais apresentados por alguns estudantes que entendem a evolução como oposta às suas convicções pessoais.Palavras-chave: Biologia evolutiva. Ensino de ciências naturais. Concepções. Ensino superior. Ciências biológicas.ABSTRACTBiological evolution is widely mentioned in guiding documents of the national education, including being cited as unifying axis of the contents of the Natural Sciences. However, it was observed in scientific investigations they are still latent the barriers epistemological and didactic for the teaching of evolution. In this scenario, we sought through this study to analyze the conceptions and scientific knowledge of students in the course of Biological Sciences of Feevale University about biological evolution, natural selection and species diversity, identifying the main forming influences of these opinions, performing a comparative analysis between the conceptions of beginners and graduates of the course, with the objective of verifying the construction of scientific knowledge in the graduation. As a methodology we chose a exploratory quantitative-qualitative approach, through the collection of data with the use of structured questionnaires, adapted from recent searches. The analyzed group was composed of 39 students, being 15 beginners and 24 graduates, the majority bachelor (60%). Through this research, we found that the students have an incipient knowledge about the theme, with misconceptions of biological evolution and natural selection. The results, in general, have demonstrated that students understand the Evolutionary Biology as a set of processes that allow the improvement and/or enhancement of anatomical and physiological characteristics of living organisms It was also observed that the conceptions of evolutionary theory are influenced by religious precepts of students, where there is constant dichotomy between science and religion and are directly related to a deficiency at the teaching this topic in basic education. It is pertinent the promotion of discussions on the history of science and its direct contributions to the development of contemporary society, it is believed that this debate can corroborate to alleviate some cultural conflicts presented by some students who understand the evolution as opposition to their personal convictions.Keywords: Evolutionary biology. Teaching of natural sciences. Conceptions. Higher education. Biological sciences.

Students graduate of the degree course in Natural Sciences and Mathematics and the exercise of teaching profession: findings and implications for basic education

2020 ◽  
Vol 13 (2) ◽  
pp. 51
Author(s):  
A. C. R. Trevisan ◽  
E. P. Trevisan
Keyword(s):  
High School ◽  
Decision Making ◽  
Basic Education ◽  
Natural Sciences ◽  
Teaching Profession ◽  
Decision Making Process ◽  
Teaching Career ◽  
Professional Performance ◽  
Current Scenario ◽  
And Mathematics

In the article we seek to address questions regarding the interest of graduates of a degree course in Natural Sciences and Mathematics in relation to the teaching career in basic education. The course enables its graduates to work in the subjects Science and Mathematics in the final years of elementary school and Mathematics, Physics and Chemistry in high school. Our intention is to identify and reflect on the perceptions of these graduates about teaching, highlighting with this inherent aspects to the exercise of this profession in basic education. From the application of questionnaires to graduates of this course, we produced data regarding their performance in basic education, which enabled us to reflect on the national scenario in relation to the exercise of this profession. We could observe that the majority of the students participating in the research are not working in basic education and that the current scenario of devaluation of the teaching career exerts a significant influence in the decision making process of choosing or not the teacher profession for professional performance after graduation.

scholarly journals Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu
Keyword(s):  
Education Reform ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Learner Autonomy ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Autonomy Development ◽  
New Guidelines

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>

scholarly journals Creating World-Class Universities in Japan: Policy and Initiatives

2008 ◽  
Vol 6 (5) ◽  
pp. 629-640 ◽  
Author(s):  
Jun Oba
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Basic Education ◽  
Higher Education Reform ◽  
Develop World ◽  
Funding Policy ◽  
Higher Education System ◽  
World Class ◽  
The Government ◽  
World Class Universities

For a very long time the Japanese government concentrated its higher education investment on a handful of national institutions, until the policy came to be called into question in the late 1980s in the face of globalisation and other factors. Higher education reform was significantly accelerated in the 1990s: the government has continuously deregulated the higher education system including the incorporation of national universities, and has brought more and more competition through diverse competitive funding schemes. Some policies – not only higher education policies but also science and technology ones – were explicitly designed to develop ‘world-class’ education and research centres, such as the 21st COE programme. This article suggests that although a funding policy based on competition, with a strict evaluation, seems to be a move in the right direction, a right balance of budget allocation between competitive funds and basic education-research funds should be sought. Furthermore, the programmes of the government have to be offered in a more consistent manner, and more concerted and integrated efforts will be required, to address the critical problem of building world-class universities.

scholarly journals Reforma educativa como cambio curricular: representaciones de docentes en una escuela primaria

2016 ◽  
pp. 200-225
Author(s):  
Dra. Dulce Cabrera Hernández ◽  
Mtro. Rodolfo Cruz Vadillo
Keyword(s):  
Education Reform ◽  
Educational Reform ◽  
Curriculum Change ◽  
Basic Education ◽  
Social Representations ◽  
The Core ◽  
School Year ◽  
The Social ◽  
Reforma Educativa ◽  
Core Questions

En este artículo se expone un análisis sobre las representaciones que construyen docentes en torno al significante “reforma educativa” en el contexto de la educación básica, se presenta como ámbito de estudio la Escuela Primaria Colegio Cristóbal Colón en el estado de Veracruz, México, durante el ciclo escolar 2010-2011. Las preguntas centrales de esta investigación giran en torno a los significados construidos por las docentes respecto del término “reforma educativa” en la institución mencionada. En este abordaje se exponen los recursos procedentes de la teoría de las representaciones sociales, además de las dos categorías intermedias construidas en esta investigación: la primera se denomina reforma regional en perspectiva; la segunda, efecto de cambio y progreso. En este sentido la investigación permite conocer que las docentes significaron la interpelación de la RIEB 2009 como un llamado a la modificación de sus estrategias didácticas, identificando la reforma educativa como cambio curricular. AbstractThis article presents an analysis of the representations that teachers make about one term “educational reform” in the context of the basic education, in the Elementary School Cristóbal Colón in the state of Veracruz, Mexico; during the 2010-2011 school year. The core questions of this research are looking for the meanings given to the term “education reform” by the teachers in that institution. In this approach we take resources from the Theory of the Social Representations adding two mezzo categories created in this research: the first is called regional reform in perspective; the second is the effect of change and progress. In that direction this research allows to know that the teachers taken the interpellation from de RIEB as a request to modify their teaching strategies, they identified the educational reform as curriculum change. Recibido: 28 de julio de 2015Aceptado: 06 de noviembre de 2015

scholarly journals EVALUATING BASIC EDUCATION CURRICULUM FROM A GENDER PERSPECTIVE: ADDRESSING GENDER STEREOTYPES IN ELEMENTARY SCHOOL TEXTBOOKS

2016 ◽  
Vol 4 ◽  
pp. 553-557
Author(s):  
Eriada Çela
Keyword(s):  
Education Reform ◽  
Gender Inequality ◽  
Gender Stereotypes ◽  
Basic Education ◽  
Curriculum Evaluation ◽  
Gender Mainstreaming ◽  
Education Curriculum ◽  
Gender Perspective ◽  
Public And Private ◽  
Desk Review

Addressing gender-equality issues in education can foster enormous change in children’s lives. However, most textbooks in Albanian schools include gender stereotypes, which perpetuate gender inequality and unequal roles for men and women, both in public and private spheres. This research aims to identify and evaluate trends of gender stereotypes in textbooks, as well as the need for gender mainstreaming in basic education curriculum. The methodology is based on a desk review of textbooks from a gender perspective. The curriculum evaluation follows the context, input, process, and product (CIPP) model of evaluation, which mainly aims to assess the extent to which a certain education reform has generated positive change in schools.

Social Innovation in Public Schools

2019 ◽  
pp. 1-14 ◽  
Author(s):  
Isabela Silva ◽  
Karmel Nardi Silva ◽  
Karen Schmidt Lotthammer ◽  
Simone Bilessimo ◽  
Juarez Bento Silva
Keyword(s):  
Public Schools ◽  
School System ◽  
Basic Education ◽  
Social Innovation ◽  
Low Cost ◽  
Digital Inclusion ◽  
Public Network ◽  
The Public ◽  
Remote Experimentation ◽  
Positive Results

The project “Promoting Digital Inclusion in Public Schools Through Integration of Innovative Low-Cost Technologies in the Teaching of STEM Subjects” has been carried out by the Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina, since 2008. This project has trained 363 teachers from 6 schools, since it is an initiative of technology integration in the basic education of the Brazilian public-school system. The present study focuses on the benefits of the project in relation to the teachers involved in its scope. The positive results acquired by the project over the years demonstrate that the integration of technologies in education by teachers in the public network is a practice to be encouraged.

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