Difficulty of Science and Biology Teachers to Teach Entomology in Elementary and High Schools in the State of Pará, Northern Brazil

Reinaldo Lucas Cajaiba^1,

¹Environmental Secretary – SEMMA/Uruará-PA, Brazil

Cite this paper:
Reinaldo Lucas Cajaiba. Difficulty of Science and Biology Teachers to Teach Entomology in Elementary and High Schools in the State of Pará, Northern Brazil. American Journal of Educational Research. 2014; 2(6):389-392. doi: 10.12691/education-2-6-10

Abstract

This study aimed to determine the main difficulties encountered by teachers of science and biology, on the teaching of the insects in public schools in three municipalities in the State of Pará. Most teachers pointed out how difficult the overcrowding of classrooms, lack of laboratories and materials for fieldwork, students ' disinterest by theme and lack of content mastery. The main teaching medium adopted by professors is the book, using data show projector and educational videos. They do not make use of practical classes to work the theme. Relative to the themes worked in the classroom were cited, the external morphology of insects, ecological importance and forms of reproduction. Hence the need to adopt a differentiated pedagogical practice in teaching Entomology, such as field trips, practical classes, didactic models and educational games among others.

Keywords:
education insects didactic resources entomology teaching-learning

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Figures

References:

[1]	Cajaiba RL. Introduction to Entomology. VirtualBooks Editora, 2013, 96p.
[2]	Storer TI, Usinger RL, Stebbinss RC & Nybakken JW. General Zoology. 3. ed. Companhia Editora Nacional, 1997.
[3]	Leal D, Oliveira EP, Silva JK, Bosso MK, Batista WSDC, Böhm FMLZ & Neves GYS. Production and distribution of didatic – pedagogical material on insects in elementary school. Diálogos & Saberes, 7 (1): 99-107, 2011.
[4]	Borror DJ & Delong DM. Introduction to the Study of Insects. São Paulo: Edgard Blücher, 1988.
[5]	Gullan PJ & Cranston PS. The insects: An overview of Entomology. 3. ed. São Paulo: Rocca, 2008.
[6]	Andrade RC, Mateus MAF & Proença ICL. The importance of insects in the environment: A case study along the Logosófica School Lavras, Minas Gerais. 2010. Available in: <http://www.proec.ufla.br>. [Accessed in: 15 out. 2013].
[7]	Macêdo MV, Flinte V & Grenhas V. Insects in Education. V. 1. Rio de Janeiro: Fundação CECIERJ, 2005.
[8]	Lage VC, Pompilho WM & Silva FS. The importance of didatic books in the teaching of insects. Revista Práxis, 5 (7): 37-42, 2012.
[9]	Lima KEC & Vasconcelos SD. Analysis of science teaching methodology used by teachers from public schools in Recife, Brazil. Ensaio: Avaliação e Políticas Públicas em Educação, 14 (52): 397-412, 2006.
[10]	Dourado L. Natural science teachers’ conceptions and practices on integrated implementation of laboratory work and fieldwork. Revista Electrónica de Enseñanza de las Ciencias, 5 (1): 92-212, 2006.
[11]	Braga PET & Araújo ACM. School teacher’s concept regarding the study of insects at public high school level in north western Ceará, Brazil. Revista Homem, Espaço e Tempo, 1 (1): 1-15, 2012.
[12]	Krasilchik, M. Practices in biology teaching. São Paulo: EDUSP, 2004. 200 p.
[13]	Sato L & Magalhães Jr, CAO. Investigation of the science teachers’ difficulties according to the teaching practice through the experiment. EDUCERE, Revista da Educação, 6 (1): 35-47, 2006.
[14]	Matos CHC, Oliveira CRF, Santos MPF & Ferraz CS. Use of Didactic Models in Entomology Teaching. Revista de Biologia e Ciências da Terra, 9 (1) 19-23, 2009.
[15]	Braga PET, Araújo ACM & Cid MPC. Teaching of insects in view of brazilian and portuguese teachers. Essentia, Sobral, 13(2) 95-113, 2012.
[16]	Abou-Saab LA & Godoy MT. Experimentation in the classes of biology and the appropriation of the knowledge. 2009. Available in: <http://www.diaadiaeducacao.pr.gov.br/por-tals/pde/arquivos /4464.pdf ?PHPSESSID =2009050708092673>. [Accessed em: 14 nov. 2013].
[17]	Krasilchik M. Practice teaching biology. 4. ed. São Paulo: Ed. da USP, p. 198, 2004.
[18]	Matos CHC, Oliveira CRF, Santos MPF & Ferraz CS. Use of didactic models in entomology teaching. Revista de Biologia e Ciências da Terra, 9 (1): 19-23, 2009.
[19]	Nascimento TG & Alvetti MAS. Contemporary issues in science teaching of biology and physics. Ciência e ensino, 1(1): 29-39, 2006.
[20]	Xavier, M. Viruses and bacteria - “Small Animals”? Concept Maps and meaningful learning of the content related to viruses and bacteria in high school.. Dissertação (Mestrado em Educação e Formação de professores) Universidade Católica Dom Bosco, Campo Grande, 2000.
[21]	Batista GCS & Costa-Neto EM. Knowing the insects in school. Disponível em: <http//:www.mundoacademico.unifap.br.>. [Accessed em: 15 jan. 2014].
[22]	Gil-Pérez D & Carvalho AMP. Training of science teachers: trends and innovations. São Paulo: Cortez, 1993.
[23]	Costa-Neto EM & Pacheco JM. The construction of the ethnozoological dominion “insect” by the inhabitants of the village of Pedra Branca, Santa Terezinha, Bahia state, Brazil. Acta Scientiarum. Biological Sciences, 26 (1): 81-90, 2004.
[24]	Santos DCJ & Souto LS. Insect collection as an alternative teaching method in primary schools. Scientia Plena, 7 (1): 1-8, 2011.
[25]	Bueno RSM & Kovaliczn RA. The teaching of science and the difficulties with the experimental activities. Available in: <http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/23-4.pdf>. [Accessed em 10 de dez. de 2013].
[26]	Costa LFS, Lima KA, Andrade MGS, Barcelos MWS & Vieira TS. Key challenges for teaching science. In: Congresso Norte e Nordeste de Pesquisa e Inovação, VII, Connepi. Palmas, TO, 2012, p. 1-8.