Utilização de modelos didáticos no ensino da divisão celular: uma sequência didática para correlacionar mitose e câncer de forma lúdica e participativa

Abstract

Biology teaching is still marked by the traditional model widely used by many educators, since many teachers find it difficult to apply new methodologies in the classroom. In addition, there are major difficulties faced by high school biology teachers in making sure that subjects that require students to imagine and abstract in order to understand certain biological processes, often because they involve microscopic and molecular structures, are understood in a satisfactory way. The use of differentiated active methodologies as support tools for teaching biology can help students understand content that is classified as “difficult to learn”. In this context, the research was carried out at the “Bom Jesus do Madeira” State School, located in the district of Fervedouro/MG, with 12 students from the 1st year of secondary school. The purpose of this study was to evaluate, through the application of an investigative and active didactic sequence favoring student protagonism in the teaching/learning process in relation to cell division and the recognition of flaws in the mitotic process that cause the origin of cancerous cells, the making of didactic models in biscuit, within the context of the investigative approach, allowed students to get involved in the production of these models and visualize, through the production and manipulation of the model, the phases of mitosis and the occurrence of mitotic flaws and, with this, the origin of cancerous cells. The effectiveness of this proposal as a teaching strategy was assessed by applying objective and subjective questionnaires in order to find out how the student's knowledge was after the proposal's intervention. Based on the analysis of the results, it was possible to make some considerations about the contributions of this teaching methodology and to observe that the improvements occurred in the objective questionnaires, which include the perception of cell structures. The practical application of the didactic sequence, which involved making biscuit models, facilitated understanding of the theoretical concepts of cell reproduction. However, even with all the improvements observed, we can list some aspects that had limitations, such as subjective questioning and some specificities that need to be worked on more. Even with all these observations, the study highlights the importance of using active methodologies in the school environment, which, as a result, promote a deeper understanding of fundamental biological concepts.