Nas batidas do coração: uma abordagem investigativa sobre o sistema cardiovascular humano para alunos do ensino médio

• Ano de defesa: 2024
• Autor(a) principal: Freitas, Idalina Rachel Ferreira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Biologia Molecular; Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO); UFPB
• Palavras-chave em Português: Sistema cardiovascular - Ensino; Educação e saúde; Aprendizagem significativa; Fisiopatologia cardiovascular; Cardiovascular system - Teaching; Education and health; Meaningful learning; Cardiovascular pathophysiology; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32054

Getting students to learn content is perhaps one of the biggest challenges in teaching. For this to happen, it is necessary not only to capture students' attention, but also to make them understand the relevance and assimilate this knowledge. Content about the cardiovascular system is considered difficult for high school students to understand. The cause of this difficulty may be related to the way the content is explored in the classroom, which is often far from the previous knowledge brought by students. Therefore, the objective of this research is to develop and apply an investigative didactic sequence through living situations that allow the application of activities and contextualization of information about the human cardiovascular system. For this purpose, descriptive research was carried out using a qualitative and quantitative approach developed at Highschool Cidadã Integral Prefeito Joaquim Lacerda Leite, São José de Piranhas/PB with 23 students from 2nd grade A. By comparing the results of the student diagnostic questionnaires before and after intervention, there was an increase in positive responses and a decrease in negative responses. In the pre-test, only 2 of the 15 questions obtained a predominance of positive responses over negative ones, contrasting with the post-test, where this number increased to 13 of the 15 questions. These results pointed to a significant evolution in the students' conceptions, showing that the activities developed were efficient and enhanced learning about the study of the cardiovascular system. The students' success could also be seen through reports and their greater participation during Biology classes. This work's final product was the production of a didactic-pedagogical instrument, in the form of a learning guide intended for high school teachers, offering new possibilities for acquiring content about the human cardiovascular system committed to dynamic and meaningful learning.