Sequência didática investigativa para reconstrução da prática laboratorial na disciplina de Biofísica

• Ano de defesa: 2025
• Autor(a) principal: Oliveira, Larissa Kênia Silva
• Orientador(a): Luna, Karla Patricia de Oliveira
• Banca de defesa: Longhin, Sandra Regina , Sousa, Cidoval Morais de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Sequência de Ensino Investigativo; Biofísica; Práticas de laboratório; Ensino de ciências
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74133

Biophysics teaching covers fundamental concepts about molecules, the structure of living beings, ecosystems and the composition of the universe. Therefore, this area offers interdisciplinary knowledge that is studied in undergraduate courses in Biological and Health Sciences. For this reason, classes in this component have a complex framework to be worked on by the teacher. In this sense, it is important to implement teaching situations that facilitate the theoretical and practical work of the discipline, aiming at effective learning. Thus, the use of Investigative Teaching Sequences (SEI) constitutes a possibility for teaching and learning of future researchers/educators, that is, undergraduate students. In this perspective, this work aimed to identify the advantages of using SEI in the formation of Biophysics knowledge during laboratory practices of undergraduate students in Biological Sciences at the State University of Paraíba - UEPB, Campus I. For this purpose, we conducted a study with a qualitative-descriptive approach with classes from the 2nd period of the Bachelor's and Licentiate's degrees in Biology, through the application of a pre-test with questions from a problem situation, followed by the proposition of the procedure on tampons. Associated with this, after the experimental class, a post-test was applied to the report sent by the students, about the results of the educational intervention experienced.Based on the Scientific Literacy axes, we recognized the indicators presented by the classes demonstrated in the texts, and thus evaluated them. Finally, at the conclusion of the research, it was possible to recognize the conceptual errors, the influence of the media on the participants' conception, as well as the educational advantages that the investigative approach adds to the undergraduates' training path, which generated reflections regarding the search for training methods that effectively contribute to the work of biologists, whether in research or education.