Construção e utilização de modelos didáticos no ensino de genética molecular na perspectiva interacionista

• Ano de defesa: 2019
• Autor(a) principal: Cavalcanti, Clebson Alexsandro Gama
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Mestrado Profissional em Ensino de Biologia em Rede Nacional; UFAL
• Palavras-chave em Português: Vygotsky, L. S. (Lev Semenovich), 1896-1934; Genética – Estudo e ensino; Modelo didático; Genética molecular; Genetics - Study and Teaching; Didactic model; Molecular genetics; CNPQ::CIENCIAS BIOLOGICAS
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6028

It is noteworthy that high school students find it difficult to assimilate the contents of Molecular Genetics and fail to associate this subject with concrete situations of everyday life, as well, it is difficult for teachers to provide teaching situations that foster meaningful learning in this field. Thus, this project had as the proposal of study the implantation and the evaluation of pedagogic practices focused on the use and construction of didactic models able to explain genetic phenomena, consubstantiating theory and practice in an interactionist perspective, acting in what Vygotsky designated "Zone of Proximal Development ". A state school located in the municipality of Barreiros-PE was used as a research area, whose target audience was 120 students from four classes of the 3rd year of High School, divided into two groups: control and experimental. During the action plan, the traditional methodology was used for the control group, with only expositive classes. The experimental group, in parallel, experienced the same content in an active methodology, based on the construction and use of didactic models. The research was developed in three stages: the first involved the application of characterization questionnaires of the control and experimental groups, and previous knowledge; the second step covered the action plan and the third involved the implementation of post-test assessments. After a qualitative and quantitative analysis of the results obtained in the questionnaires and ratified using the statistical test t, it was possible to infer that the students of the experimental group presented better performances in the post tests both in an experimental analysis, when evaluating the same group before and after the application of the activities, as well as in an observational analysis establishing a comparison in the two studied groups, for presenting more adequate answers regarding the scope of this research. It should be noted that the project on screen was also perceived by its ability to inspire new methodological approaches, expanding the range of possibilities of teaching and learning, as well as allowing the creation of a collection of didactic models in the Biology laboratory, allowing other subjects to use these tools. The construction and use of the didactic models contributed to the increase of interest and improvement of the understanding of the content, enhancing the teaching of molecular genetics.