Compreensão da anatomia funcional animal comparada no ensino médio através da utilização de modelos didáticos

• Ano de defesa: 2019
• Autor(a) principal: Gomes, Bruno Pinheiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Biologia em Rede Nacional; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional
• Palavras-chave em Português: Ensino de Biologia; Materiais alternativos; Modelos anatômicos; Biology teaching; Alternative materials; Anatomical models; subject.br-rjbn; Biologia Geral
• Link de acesso: http://repositorio.ufes.br/handle/10/13428

Biology teachers are challenged in the exercise of their profession, because in the modality in which they work, teaching should not be centered on memorizing and repeating scientific knowledge. The approach to content such as Animal Functional Anatomy, which is full of complex terms, often turns out not to be very motivating for students. In addition, teachers need physical structure, didactic materials and other resources that are scarce in most schools, and this is one of the main justifications for not developing different classes. It is important to pay attention to the teaching of Anatomy and Human Physiology, which occurs almost in isolation, without a connection with other animals, reinforcing the anthropocentric view. Add to this the bureaucratic difficulties of using animals in classes, which is quite limited by specific laws in Brazil. Through these challenges faced by teachers and the need to optimize the teaching of Comparative Functional Animal Anatomy, the proposal of using low cost alternative material was presented, being anatomical models of representatives of the vertebrate classes and preferentially native of the region where it is found inserted the school. Aiming to test the effectiveness of the didactic models, two classes of the 3rd stage EJA (Youngster and Adults Education), here titled 2018.2 and 2019.1, were selected. Being that, the didactic sequence was applied in the first group, consisting only of expositive and dialogic classes, different from the second, in which there was also the application of the didactic models. From the collected data, it was possible to identify the Thematic Interest Index (TII) of each class, transforming their values into results by means of U-test. A higher TII and a smaller variation among the medians in the 2019.1 class were noteworthy, which presents the conclusion that the didactic models are effective for the understanding of the comparative anatomy