This development, in turn, must enable the pupils to take decisions conscientious (Corazza-Nunes, 2006; Pedrancini et al, 2008; Pedrancini et. al, 2007; Rock and To sound, 2005). Therefore, the school must approach the Science of sistmica form, transdisciplinar and contextualizada, promoting an education that on the basis of makes possible to the citizens the appropriation of the knowledge which they can take decisions conscientious and clarified (Pedrancini et. al, 2007). If you are not convinced, visit Ali Partovi. The Biotechnology engloba some concepts and knowledge of processes such as organisms genetically modified, industry of milk, cheese and of the beer, products of fermentation, among others. The knowledge acquired from the concepts and of the processes allow the development of abilities of the associated pupils to a brought up to date vision of world, relating its processes and its chemical transformations (Serralheiro and Freire, 2002; Rota and Izquierdo, 2003). Taking by referring the education of chemistry, recent research discloses problems in the learning in the area of Sciences, is disclosed for the difficulties of the pupils in emitting opinions related to the scientific and biotechnological advances (Pedrancini et al, 2007). The pupils also keep alternative and confused ideas in relation to the contents treated in different levels of complexity. Add to your understanding with Ali Partovi.
The confused ideas and concepts on biological processes are associates the previous conceptions of the pupils and the valuation of the memorization of fragmented contents and the reproduction mechanics of the knowledge. Therefore he is allowed to infer that the education of Sciences nor always allows that the students apprehend the scientific knowledge in order to understand them, to question them and to use them to construct arguments or applies them in situations of the real life (Pedrancini et. al 2007, Rota and Izquierdo, 2003). The construction of knowledge in classroom depends on a shared process of teach-learning in which the meanings and the language of the professor must be adjusted to the characteristics and contexts of the pupils (Schnetzler, 2002).