Atividades experimentais no campo da microbiologia, como estratégia para o ensino de biologia

• Ano de defesa: 2014
• Autor(a) principal: Souza, Reginaldo Benedito Fontes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Ensino de Ciências Naturais
• Palavras-chave em Português: Aprendizagem significativa; Ciências naturais; Ensino-aprendizagem; Atividades experimentais; Microbiologia; CNPQ::CIENCIAS EXATAS E DA TERRA; Meaningful learning; Natural sciences; Teaching-learning; Experimental activities; Microbiology
• Link de acesso: http://ri.ufmt.br/handle/1/401

The present work is a study on the use of experimental activities in order to develop interaction / theory-practice integration in schools without adequate physical space or Natural Sciences laboratory. Activities aimed at the development of meaningful learning in content that address the area of Microbiology in high school. To that end, we produced a didactic guide to support experimental activities, containing a set of didactic script, with the aim of providing teachers and students with grants to conduct experimental activities based on contents of microbiology. The reference for this work was the theory of meaningful learning of David Paul Ausubel, having as main characteristic the prior knowledge of the student. The study was conducted in six schools, the city of Diamond-MT, with the participation of nine teachers and twenty students. The survey results showed that for the use of experimental activities is essential a change in teacher practice and physical structure, necessary investments in continuing education of teachers of biology being, and material. In parallel, experimental activities showed that they are motivating, observing a greater interest of the students to whom such activities arouse curiosity and the integration of sociocultural context, verbal and written communication, as well as improving the standards of scientific research. This allowed a significant change in teaching providing students the opportunity to direct their own learning through the investigation of phenomena of science involved in situations of complexity method. It was found that the search for prior knowledge as facilitator of teaching and learning, and contribute to improved quality of teaching. The educational product produced will be made available to teachers in order to assist them by providing theoretical instruction, however, it is emphasized that it is important to consider a good initial training, a program focused on the development of experimental implementation of activities in the fields of Natural Sciences and the use of good teaching resources.