avaliação de alguns currículos interdisciplinares

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Carlos Alberto dos Santos Professor Visitante Sênior

Univ. Federal da Integração La=no-‐Americana Professor do Programa de PG em Ensino de Ciências e

Tecnologia – UTFPR (Ponta Grossa) [email protected]

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María Ausenda: h;p://www.rieoei.org/rie_contenedor.php?numero=experiencias23&Jtulo=Conceitos%20transversais%20e%20estruturantes%20no%20ensino%20da%20Biologia

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+ biologia / -‐ Rsica / -‐ química

+ Rsica / -‐ biologia / -‐ química

+ química / -‐ biologia / -‐ Rsica

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Apesar do Ttulo, Licenciatura em Ciências da Natureza, trata-‐se de uma Licenciatura em Biologia com mais conteúdos de Rsica e química do que os usuais.

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Grade curricular lembra estrutura

mulJdisciplinar

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2009

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2009

A escolha de eixos dá ideia de interdisciplinaridade, mas a grade curricular tem um formato disciplinar. Portanto, parece tratar-‐se de um curso mulJdisciplinar

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2009

Este bloco sugere um tratamento interdisciplinar generalista, apropriado para uma abordagem inicial, uma espécie de contextualização, mas . . .

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2009

Logo aparecem sinais de mulJdisciplinaridade. Esses componentes curriculares poderiam ser tratados com abordagem interdisciplinar, mas as ementas sugerem abordagem disciplinar.

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2009

E a conversão de energia no processo da fotossíntese

UFERSA, 1-‐3/12/2014 h;ps://www.cascience.org/csta/pdf/IntSci_Levels1_4.pdf

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INTEGRATED SCIENCE-‐ LEVEL 1 PROPOSED INSTRUCTIONAL SEQUENCE

Semester 1—The interacJon of ma;er and energy define the Earth's systems The periodicity of elements is a method of organizing the components of ma;er. This periodicity allows scienJsts to predict and/or demonstrate how chemicals will react when combined together with the absorpJon or release of energy. Following from an understanding of atomic structure and interacJon, the ideas of electromagneJsm and wave mechanics are introduced. The vibraJon of electrons gives rise to the enJre electromagneJc spectrum. The movement of the electrons is the foundaJon of electricity and magneJsm. The same principles of wave mechanics in electromagneJc waves hold true for those waves that are mechanical in nature. The earthquakes in California are a result of the moJon of large plates of land and emit waves and energy that are responsible for natural hazards. A knowledge of atomic and molecular structure will provide understanding of the chemical and physical characterisJcs of rocks that comprise the lithosphere.

h;ps://www.cascience.org/csta/pdf/IntSci_Levels1_4.pdf

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Semester 2—Systems of the Earth impact the biosphere Biogeochemical cycles impact life on Earth. To understand these impacts, an examinaJon of the biological, physical, and chemical properJes of ma;er in the biogeochemical cycles needs to be established. The stability of life on earth is closely linked to the water, oxygen, carbon, and nitrogen cycles. Knowledge of these chemical cycles will assist in assessing changes that can affect the dynamic equilibrium of the Earth's bioJc community. Organic evoluJon and shios in bioJc communiJes occur in the context of the Earth’s constantly changing environments.


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Semester 1—The formaJon and moJon of planets

A. The interacJon of ma;er and energy result in a dynamic solar system that can be explained by the universal laws of physics. Forces affect planetary systems, and universal laws of energy and moJon explain the movement of planets and all other objects. Universal laws can be observed by studying simple systems, and Newton’s laws of moJon help to explain simple and universal systems. Inherent in any useful study of moJon is the concept of force, and Newton’s laws provide a solid foundaJon upon which to analyze forces. There is an important relaJonship between the universal law of gravitaJon and the effect of gravity on an object at the surface of the Earth. CelesJal and earth systems are affected by the same forces as explained by Newton’s Laws.


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Semester 1—The formaJon and moJon of planets

B. The interacJon of ma;er and energy results in a dynamic earth system. Energy affects Earth as a system; the uneven heaJng of Earth causes air movements, and oceans and the water cycle influence weather. Heat energy is transferred by radiaJon, conducJon, and convecJon, and radiaJon from the sun is responsible for winds and ocean currents, which in turn influence weather and climate. Geologic and climaJc changes are part of an evolving earth system.


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Semester 2—The dynamic Earth supports life

A. The chemical structure of inorganic and organic ma;er forms the basis of life on Earth, and the laws of chemistry apply to both non-‐living and living systems. The cell can be viewed as a package of chemicals that interact according to basic laws of chemistry. The cell is composed of a major solvent (water) into which are dissolved a variety of solutes. The chemicals contained within a cell are subject to kineJc molecular theory and the law of the conservaJon of ma;er. Methods of chemistry, including those of chromatography and disJllaJon, inform our understanding of the biochemical systems within the cell.


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Semester 2—The dynamic Earth supports life

B. The unique properJes of carbon and water contribute to the fundamental structure and funcJons of cells. There are many organic molecules essenJal to the structure and funcJon of a cell. The four major groups of macromolecules that form the basis of life are carbohydrates, proteins, lipids, and nucleic acids. These macromolecules are the structural and funcJonal building blocks of cell membranes and organelles.


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Semester 1—Universal laws of nature

A. Certain universal laws of nature govern the composiJon of ma;er. These include the theory and applicaJon of the law of conservaJon of ma;er, in terms of both number and mass, the kineJc molecular theory parJcularly as applied to the study of gases, and the concept of the mole.

B. Certain universal laws of nature govern the moJon and energy of parJcles of ma;er. These universaliJes include the theory and applicaJon of the laws of conservaJon of momentum and energy, two-‐dimensional moJon, laws of electricity and magneJsm, and further amplificaJon of the kineJc molecular theory.

C. The universal laws of composiJon, moJon, and energy can be applied to specific natural phenomena. These phenomena include the greenhouse effect, the ozone layer, and the photosyntheJc-‐respiratory cycles.


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Semester 2—Understanding universal laws will allow us to analyze processes of and changes in living systems.

A. Living systems must maintain homeostaJc equilibrium and do so through the delicate balance of chemical processes.

B. AdaptaJons can be traced to cellular processes and to the geneJc level. The study of geneJcs helps us to understand both micro and macroevoluJon.

C. GeneJc engineering is a method of arJficially inducing change among living organisms.


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Semester 1—Human body systems The human body is studied from a systems perspecJve spanning molecular interacJons within the cell to the relaJonships among organs. Students examine the molecular machinery common to living organisms and apply this understanding to improving the quality of life. At the macro level the complexity of the human body is invesJgated with a parJcular focus on vision. Internal feedback loops that help our bodies survive stressful and changing environmental condiJons are examined at the cellular and organ levels.


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Semester 2—Understanding the past to create a sustainable future Students and teacher explore the history of the solar system. They examine the evidence that pinpoints the formaJon of the solar system and its evoluJon through Jme. Students and teacher study the Earth’s energy budget and the effects of the sun on the Earth’s surface. They examine the law of conservaJon of energy and the second law of thermodynamics to be;er understand how to crao a sustainable future.


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Development and ImplementaJon of Genuinely Interdisciplinary Undergraduate Courses and Curricula Will Both Prepare Students for Careers as New Biology Researchers and Educate a New GeneraJon of Science Teachers Who Will Be Well Versed in New Biology Approaches

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Nossa proposta de Licenciatura Interdisciplinar em Ciências da Natureza, apresentada à Comissão de Implantação da Unila em 2009, contempla grande parte das idéias expostas no material a seguir.

UFERSA, 1-‐3/12/2014 h;p://dels.nas.edu/resources/staJc-‐assets/materials-‐based-‐on-‐

reports/reports-‐in-‐brief/bio2010_final.pdf



Research in biology has undergone a major transformaJon in the last 10 to 15 years. Three powerful innovaJons – recombinant DNA, new instrumentaJon and the digital revoluJon – have combined to make biomedical research more quanJtaJve and more closely connected to concepts in the physical, mathemaJcal and informaJon sciences.

No entanto . . .



undergraduate biology educaJon is sJll geared to the biology of the past. Although most colleges and universiJes require biology majors to enroll in courses in math, chemistry and physics, these subjects are not well integrated into biology courses.



Biology in Context: An Interdisciplinary Curriculum

The modern biologist uses a wide array of advanced techniques, such as measuring instruments, novel imaging systems, computer analysis, and modeling that are rooted in the physical and informaJon sciences. Focused laser beams allow manipulaJons of single molecules. X-‐ray sources are used to determine three-‐dimensional structures of proteins. FuncJonal magneJc resonance imagers map acJvated regions of the brain. Computers now play a central role in the acquisiJon, storage, analysis, interpretaJon and visualizaJon of vast quanJJes of biological data.



Biology in Context: An Interdisciplinary Curriculum

Understanding and applying these techniques requires access to a broader range of concepts and skill than past generaJons, much of it outside the tradiJonal realm of biology educaJon. Numerous studies and workshops have addressed the growing body of research at the intersecJon of biology with other disciplines, further supporJng the need for more interdisciplinary educaJon. Already, mulJdisciplinary projects are emphasized in solicitaJons for research grants.



Central Concepts in Biology

Living systems are far from equilibrium. They uJlize energy, largely derived from photosynthesis, which is stored in high-‐energy bonds or ionic concentraJon gradients. The release of this energy is coupled to thermodynamically unfavorable reacJons to drive biological processes.



Central Concepts in Math and Computer Science

The elucidaJon of the human genome has opened new vistas and highlighted the increasing importance of mathemaJcs and computer science in biology. The current intense interest in geneJc, metabolic and neural networks reflects the need of biologists to view and understand the coordinated acJviJes of large numbers of components of the complex systems underlying life.



Central Concepts in Chemistry

Chemistry has always been an important sister science to biology, biochemistry, and medicine. Today, modern molecular and cell biology focuses on understanding the chemistry of genes and of cell structure. In the applied area, chemistry is central to modern agriculture, and biomedical engineering draws on chemistry for new materials. A thorough grounding in general and organic chemistry has historically required four semesters of chemistry courses, but could require fewer following an integrated restructuring.



Central Concepts in Physics

There is a set of basic physics concepts on which an understanding of biology can be built and that can be of aid in using increasingly sophisJcated instrumentaJon. The typical calculus-‐based introductory physics course, which allocates a major block of Jme to electromagneJc theory and to many details of classical mechanics, is ooen the only opJon for biology students. The course emphasizes exactly solvable problems rather than the kinds of problems common in the life sciences. IllustraJons involving modern biology are rarely given, and computer simulaJons are usually absent.



Central Concepts in Physics

The report provides a list of physics concepts that life science majors should master including moJon, dynamics and force laws; conservaJon laws and global constraints; thermal processes at the molecular level; waves, light, opJcs and imaging; and collecJve behavior and systems far from equilibrium. A redesigned physics course focused on these concepts would help biology students see how physicists think and how physics informs biology.



Energizing the Curriculum: New Content and Approaches

Successful interdisciplinary teaching will require both new materials and approaches. The need for teaching materials that will inform, enlighten and empower the next generaJon of researchers is crucial. New course designs and materials that encompass the highly interdisciplinary character of biology can accelerate the learning process and enable students to exercise their talents earlier in their careers.

UFERSA, 1-‐3/12/2014 h;ps://professionals.collegeboard.com/profdownload/cbscs-‐

science-‐standards-‐2009.pdf

UFERSA, 1-‐3/12/2014 h;ps://www.collegeboard.org/

The College Board is a mission-‐driven not-‐for-‐profit organizaJon that connects students to college success and opportunity

The College Board 45 Columbus Avenue New York, NY 10023

UFERSA, 1-‐3/12/2014

Modelo Ausubeliano



Unifying Concepts

EvoluJon EvoluJon is a series of changes, some gradual and some sporadic, that account for the present form and funcJon of objects, organisms, and natural and designed systems. The general idea of evoluJon is that the present arises from materials and forms of the past and demonstrates changes in the universe.



Unifying Concepts

Scale Some objects, processes and events involve physical dimensions, numbers, Jme intervals and speeds whose ranges of magnitude vary significantly (e.g., subatomic to planetary size; milliseconds to billions of years). As a result, models are used to represent phenomena that extend beyond the everyday experiences of humans.



Unifying Concepts

Equilibrium The term “equilibrium” is used to describe states in which there is no apparent change in the system over Jme. For example, a system in which two masses are balanced is at equilibrium because there is no net change (in force, energy or mass) occurring. The term “equilibrium” is also used when a system (e.g., a chemical reacJon) is at dynamic equilibrium (i.e., when two or more opposing processes proceed at the same rate, although there is no net energy change). . . .



Unifying Concepts

Equilibrium A system at equilibrium or dynamic equilibrium will remain unchanged unless the condiJons in the system are changed, at which Jme the system will respond by moving to a new equilibrium state. The term “equilibrium” is also used for steady state or homeostaJc systems (ooen biological, e.g., cells, organisms or ecosystems). Even though a homeostaJc system appears to be unchanging, unlike dynamic equilibrium, a homeostaJc system requires a constant input of energy and/or ma;er to maintain the system.



Unifying Concepts

Ma;er and Energy The universe consists of ma;er and energy. The part of the universe that is being studied is called a system. The invesJgaJon of systems of ma;er and energy acknowledges boundaries that allow one to study changes in the system. Ma;er in a system cycles through changes. Energy in a system transforms from one form to another and transfers from one locaJon, across the boundary of a system, to another locaJon. Ma;er and energy in systems are neither created nor destroyed but may change form.



Unifying Concepts

InteracJon InteracJon is a statement of causality in science: Two objects or systems interact when they act on or influence each other to cause some effect. The effect is an observable change (e.g., change in moJon, shape, mass, temperature, state or funcJon) to one or both objects or systems. Everyday events and processes usually involve mulJple interacJons occurring simultaneously and/or chains of interacJons. The duraJon of events and processes varies from very short to very long.



Unifying Concepts

Form and FuncJon Form and funcJon are complementary aspects of objects, organisms and systems in the natural and designed world. The form (i.e., shape, composiJon, symmetry, orientaJon in space) of an object or system is frequently related to use, operaJon or funcJon. FuncJon frequently relies on form. Understanding of form and funcJon applies to different levels of organizaJon. FuncJon can be explained in terms of form, and form can be explained in terms of funcJon.



Unifying Concepts

Models as ExplanaJons, Evidence and RepresentaJons A model represents an object, system, event or idea, and may describe and/or predict the behavior of objects, systems or events. In the course of scienJfic discovery, models are developed, modified or abandoned based on the available evidence. Models and representaJons play a criJcal role in the development of scienJfic ideas and understanding.

UFERSA, 1-‐3/12/2014 h;p://www.ncbi.nlm.nih.gov/pubmed/23737624

Exemplo 4


FoundaJonal concept 4 Complex living organisms transport materials, sense their environment, process signals, and respond to changes using processes understood in terms of physical principles.

4A. TranslaJonal moJon, forces, work, energy, and equilibrium in living systems 4B. Importance of fluids for the circulaJon of blood, gas movement, and gas exchange 4C. Electrochemistry and electrical circuits and their elements


FoundaJonal concept 4 Complex living organisms transport materials, sense their environment, process signals, and respond to changes using processes understood in terms of physical principles.

4D. How light and sound interact with ma;er 4E. Atoms, nuclear decay, electronic structure, and atomic chemical behavior ScienJfic inquiry and reasoning skill. ScienJfic reasoning and evidence-‐based problem solving ScienJfic inquiry and reasoning skill. Reasoning about the design and execuJon of research ScienJfic inquiry and reasoning skill 4. Data-‐based and staJsJcal reasoning

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THE NATIONAL EXPERIMENT IN UNDERGRADUATE SCIENCE EDUCATION

(NEXUS) COLLABORATION

University of Maryland, College Park Linking the physical and biological sciences in the undergraduate biology curriculum: redesigning the undergraduate physics curriculum for the biological science student.

Purdue University Development of an undergraduate chemistry curriculum and associated learning resources for the life sciences: redesigning undergraduate chemistry for the biological science student.

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University of Maryland, BalJmore County Experiments exploring the use of quanJtaJve modeling core competency development in select foundaJonal courses: the introducJon of mathemaJcal modeling in core undergraduate introductory biology courses for life sciences students.

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University of Miami Teaching and assessing the ScienJfic FoundaJons for Future Physicians competencies for entering medical students: the development of capstone case studies for integraJng and assessing the competencies of biological science students.

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avaliação de alguns currículos interdisciplinares

Education