ANALYSYS OF THE CONCEPT OF SPECITION IN BOOKS DIDACTIS OF BIOLOGY
Keywords:
ensino de Biologia, conceito de especiação , livro didáticoAbstract
Discussing concepts in biology teaching
becomes fundamental for understanding the
content, textbooks are often the only
resource available to students, being
important for the teaching and learning
process, the concept of speciation is much
discussed in biology teaching, both in high
school as well as in higher education,
verifying how these concepts of speciation
and the types of speciation are inserted in
biology textbooks is essential for
understanding and acquiring content in the
classroom. The objective of this article was
to verify how the concept of speciation is
approached in two high school textbooks
and two higher education textbooks, both
on biology, analyzing their differences and
similarities. This is a qualitative research in
which a literature review was carried out
according to Gil (2008), for the analysis of
the data according to Bardin (1977) the
differences and similarities were verified
and how each author approaches the
concept of speciation in their books and the
concept of types of speciation, the four
books address the concept of types of
speciation, only the book by the author
Mendonça (2016) does not present the
concept of types of speciation and only the
book by the author Ridley (2016) presents
the concept of parapatric speciation. The
concept of speciation differs from author to
author, however, they are very similar, as
well as the concept of types of speciation,
textbooks are an important tool for
understanding the content, especially for the
speciation content, the analysis of concepts
in books led us to the dimension of how
learning can be diverse and distinct and this
depends on how each author approaches
their contents and uses their languages,
however, the more authors the content
becomes, the more diversified the content
becomes, and undoubtedly the better the
understanding and acquisition of
knowledge by readers.
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