Noção de fotossíntese

obstáculos epistemológicos na construção do conceito científico atual e implicações para a educação em ciência

Abstract

It analyzes how several philosophical doctrines have evidenced themselves throughout the fashioning of the notion of photosynthesis, calling attention to the epistemological obstacles involved in the progressive rationality supremacy. It di scusses results of descriptive studies involving student discourses about the notion of photosynthesis, which indicate the enduring, throughout school life, of vague and superficial explanations about photosynthesis among students, due to on one hand the frequent superficial approach to the phenomenon in the primary school t eaching, which restricts itself to “what goes in” and “what comes out” of the plant and, on the other hand, to the detailed and mnemonic approach of the scientific terminology created to describe the process, especially in secondary schooling, understressing the comprehension of its fundamental organic aspects from the physiological, ecological and evolutive points of view, as well as the cognitive-afective regulation by students in their personal and collective photosynthesis notion building process.