ABSTRACT:
We intend to discuss some of Biology's particularities and, from scientific literacy and argumentative practices and perspectives, propose key elements for the composition of inquiry-based Biology teaching activities. In this article, we describe some characteristics of Biology's knowledge and concepts that distinguish it from other natural sciences; for this analysis, we used the ideas proposed by Mayr (2005). Furthermore, we built a discussion on how these Biology characteristics can interfere with its teaching organization. In addition, we included a brief review about how the inquiry-based teaching has been characterized in scientific literature in order to reflect on the appropriateness of this trend in Biology teaching topics. We also raised a discussion upon the appropriation of practices associated with the production, communication, evaluation of knowledge and the argument's construction to encourage integration of such practices in Science education. Finally, we propose organization axes for the inquiry-based Biology teaching activities' structural points.
Keywords:
Biology teaching; Teaching by investigation; Argumentation