Abstract:

Currently the distance education (DA) has been shown to be an important tool for the democratization of higher education, enabling the sharing of information, techniques and research. DA requires special techniques, methods, instruction materials and self-orders by the student. From the discipline Instrumentation for Teaching of Biochemistry and Cell Biology (IBBC) present in Biological Sciences course from CEDERJ (The Center of Superior Education at the Distance of the State of Rio de Janeiro), students are encouraged to produce learning objects and perform the Didactic Transposition, which is the theory created by Yves Chevallard. This theory shows that the mediation between scientific knowledge and the classroom could be offered by science teachers. According to Chevallard, the knowledge can be separated into scientific knowledge (academic produced), didactic knowledge (present in didactic materials) and taught knowledge (influenced by classrooms events), and changes between these knowledge being conducted teachers. To this end, we evaluate the concept that students of CEDERJ at support centers have about transposition didactics, in view of the epistemological position of each one. CEDERJ support centres are located in cities across the Rio de Janeiro state and offer undergraduate distance courses. In this work we analyzed three cities: Angra dos Reis, Petrópolis and Duque de Caxias. We evaluate the conceptual change on didactic transposition by building conceptual maps (Cmaps) before and after classes considered constructivist and empiricist. Through the evaluation of Cmaps we discern very little change in the structure and conceptual quality after activities considered constructivist and empiricists. However the difference between the previous and posterior maps was about five points in quantitative analysis. After this initial evaluation we offered a national scientific divulgation paper (Scientific American Brazil magazine) to the students to make the transposition didactics. The analysis of impression about transposition realized was collected by exploration interviews. We consider that this activity adds the training of science-biology to such teachers.

Keywords:

Didactic transposition, concept maps, development of teachers.