The teaching of biodiversity: focusing on pedagogical and assessment practices

Abstract

In this study, we analyze the organization and the pedagogical and assessment practices of biodiversity teaching carried out by high school teachers. A qualitative method was used for data collection. The results indicated that teachers had narrow view of biodiversity, which may have implications for the organization and for teaching of biodiversity. Most teachers planned in a following way: diffuse objectives, few social implications, and no political connotation, above all, focused on the textbook and not including the appreciation and analysis of the local biota. This approach can be considered a type of technical and neutral planning that, possibly, not meet the purposes of engaging students in conservation actions. Teaching was based mainly on lectures, a type of methodology that does not involve students in everyday situations, challenges and problems related to the local biota. These findings indicated the need to review initial and continuing teacher education related to biodiversity.

Keywords

• biodiversity teaching
• high school teachers
• planning
• class management