Phylogenetic Systematics in High School: A Reflection from the Conceptions of Students and Teachers from Public Schools in Pernambuco, Brazil
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Published:
Jun 16, 2014
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Abstract
This research investigated the insertion of Phylogenetic Systematics in high school
biology classes and identified students and teachers’ concepts on this subject. The survey
was aimed to third grade high school students and teachers of public schools in Recife,
Brazil. Data collection was achieved through surveys answered by 392 students and 20
teachers. Only 25% of teachers and students confirm that contents related to Phylogenetic
Systematics were included in their Biology syllabus. This content is usually covered in
second grade and the textbook is the most commonly used material. Both teachers and
students state that teachers’ limited knowledge is the main obstacle to the insertion of
Phylogeny in Biology curriculum at high school.
biology classes and identified students and teachers’ concepts on this subject. The survey
was aimed to third grade high school students and teachers of public schools in Recife,
Brazil. Data collection was achieved through surveys answered by 392 students and 20
teachers. Only 25% of teachers and students confirm that contents related to Phylogenetic
Systematics were included in their Biology syllabus. This content is usually covered in
second grade and the textbook is the most commonly used material. Both teachers and
students state that teachers’ limited knowledge is the main obstacle to the insertion of
Phylogeny in Biology curriculum at high school.
Article Details
How to Cite
Lopes, W. R., & Vasconcelos, S. D. (2014). Phylogenetic Systematics in High School: A Reflection from the Conceptions of Students and Teachers from Public Schools in Pernambuco, Brazil. Journal of Biology Education, 17(1), (pp. 38-54). https://doi.org/10.59524/2344-9225.v17.n1.22415
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Investigaciones y desarrollos
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How to Cite
Lopes, W. R., & Vasconcelos, S. D. (2014). Phylogenetic Systematics in High School: A Reflection from the Conceptions of Students and Teachers from Public Schools in Pernambuco, Brazil. Journal of Biology Education, 17(1), (pp. 38-54). https://doi.org/10.59524/2344-9225.v17.n1.22415