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Propõe-se uma estratégia metodológica de transformar os resultados das pesquisas em perfis conceituais em informações significativas e heurísticas para planejamento de ensino na educação básica, por meio da pesquisa em design educacional (design research). Aplicando a referida metodologia aos resultados de estudos com um perfil de adaptação, são apresentadas rotas de aprendizagem, objetivos, conteúdos, contextos para ensino médio de evolução, e diretrizes para uso da linguagem e gestão do discurso em sala de aula. Como resultado, essas informações são sistematizadas e enunciadas na forma de princípios de design de intervenções para o ensino médio de evolução.

In this paper we discuss the results of an investigation aiming at mapping the conceptions of nature of protestant biology preservice teachers in a Brazilian university, State University of Feira de Santana, and elucidating their strategies to manage the coexistence of scientific and religious knowledge. We employ naturalistic semi-structured interviews about conceptualizations of nature to build first person interpretive narratives, which allow us to build a general characterization of the students' conceptualizations of nature and science, as well as strategies to deal with the coexistence of religious and scientific knowledge. We use students' personal statements to construct a general description of their religious and scientific upbringing. They are divided in two groups: (a) those with more scientifically compatible worldviews, who often make use of scientific ideas in their narratives about nature and build syntheses between scientific explanatory models and their religious worldviews; and (b) those who do not show evidence of meaningful learning of scientific ideas and are largely inclined to deliberately repudiate scientific knowledge. Our results show the complexity of the relationships between religious and scientific education in the trajectories of these preservice biology teachers.

A major legal reform of Chilean environmental institutions was approved in November 2009, at the end of Michelle Bachelet's administration. In sharp contrast with the external pressures that provided the impetus for the establishment of the country's environmental institutions in the early 1990s, this time the driving forces came mainly from an "internal demand," a broad social and political consensus about the need to improve the environmental framework. This consensus was a consequence of the institutional breakdown revealed by a local movement that emerged in Valdivia, southern Chile, in response to a major ecological disaster produced by the effluents of a pulp mill that polluted a protected wetland and caused the death and migration of an endangered population of black-necked swans. Although the Valdivian movement did not succeed in stopping the disaster and restoring the wetland, it triggered an unprecedented examination of the performance of environmental institutions, finally forcing the 2009 environmental reform. The resonance of the Valdivian movement can be understood in the context of dozens of environmental conflicts that had been accumulating for more than a decade, largely as an effect of the crisis of legitimacy of environmental institutions. Although this recently approved legislation represented an overall advance, it failed to address the issues that led to the institutional breakdown, in particular the need for democratization of decision making and the broadening of public participation. Paradoxically, thus, the reform perpetuated the crisis of legitimacy that underlay its origin, reinforcing the exclusionary mechanisms that largely explain socio-environmental unrest and ecological destruction in Chile.Una reforma mayor a las instituciones ambientales de Chile fue aprobada en noviembre de 2009, cerca del fin del mandato de Michelle Bachelet. En claro contraste con las presiones externas que impulsaron el establecimiento de las instituciones ambientales del país a principios de la década de los noventa, las fuerzas impulsoras de dicha reforma provinieron de una "demanda interna" que dio paso a un amplio consenso político y social sobre la necesidad de mejorar el marco legal ambiental. Tal consenso fue consecuencia del quiebre institucional provocado por un movimiento local surgido en Valdivia, en el sur de Chile, en respuesta a un agudo desastre ecológico producido por los efluentes de una celulosa, los que contaminaron un humedal protegido y causaron la muerte y migración de una población amenazada de cisnes de cuello negro. Aunque el movimiento valdiviano no logró su propósito de detener el desastre y restaurar el humedal, gatilló una revisión sin precedentes del desempeño de las instituciones ambientales, forzando finalmente su reforma a fines del 2009. La resonancia del movimiento valdiviano puede ser at UNIVERSITE DE MONTREAL on June 7, 2015 lap.sagepub.com Downloaded from

Ecology plays a central role in biology and deserves special attention in scientific education. Nonetheless, the teaching and learning of ecology face a number of difficulties. In order to tackle these difficulties, electronic games have recently been used to mediate ecology learning. This paper presents an electronic game that fulfills these gaps in order to make the students’ work with ecological concepts more concrete, active, and systematic. The paper presents the computational model of the ecological system included in the game, based on a real ecological case, a sand dune ecosystem located in the semiarid Caatinga biome, namely, the sand dunes of the middle São Francisco River, in the state of Bahia, Brazil. It includes various ecological relationships between endemic lizards and the physical environment, preys, predators, cospecifics, and plants. The engine of the game simulates the physical conditions of the ecosystem (dune topography and climate conditions with their circadian and circannual cycles), its biota (plant species and animal species), and ecological relationships (predator-prey encounters, cospecific relationships). We also present results from one classroom study of a teaching sequence structured around Calangos, which showed positive outcomes regarding high school students’ understanding of thermal regulation in ectothermic animals.