Inserção da Aprendizagem Baseada em Equipes (ABE) com os temas saúde humana e primeiros socorros em aulas de biologia para ensino médio

Abstract

Secondary schools in Brazil undergo a major restructuring to follow the changes suggested by the Ministry of Education for high school, stimulating the use of new models that aim a meaningful learning. Team-Based Learning (TBL) is an active learning methodology that provides a motivating and cooperative teamwork. TBL is already used successfully in higher education in health area and may be an alternative for improving the teaching-learning process in secondary education. In addition, teachers are currently discussing the insertion of new topics in the content of biology that stimulate the integration of the discipline with students' daily lives. In this context, the objective of this work was to insert the TBL in Biology discipline, with the topics "human health" and "first aid", in high school classes of two institutions, one public and another private, evaluating the perception and performance of students. The work was carried out in Biology discipline of the third year of high school, in the classes under regency of Professor Anderson Marques de Souza, at Escola Estadual Fernando Lobo and at Colégio Equipe Ltda, in Juiz de Fora, during the year 2018. TBL was used in two moments: in the first semester, with human health topic and in the second semester with first aid topic, always using two classes of 50 minutes. Sessions were organized according to classic description of TBL, which includes three stages: individual pre-class preparation, readiness assurance and application of content. Exclusive materials about topics human health and first aid were produced for the first stage. Students answered two questionnaires of perception, regarding TBL and the applied topics. The knowledge gain of the students was evaluated by the grades obtained from the TBL sessions and in the discipline assessments. There were 39 students from the public school and 43 from the private school. Students of the public and private institution had a positive perception regarding TBL and evaluated the strategy with a grade of 9.07 ± 1.02 (mean ± SD). The performance of the students in TBL sessions was satisfactory in both institutions. However, in public school, the students’ knowledge acquisition of TBL topics was better than lectures content. Most students did not previously study the topics human health (61.3%) and first aid (93.9%), but 97.6% liked to learn them and 97.5% agreed that these topics should be included in the Biology content in high school. Results suggest that TBL is a strategy with good student perception and satisfactory knowledge acquisition, which were an excellent alternative of active methodology to increase the students’ protagonist. In addition, the students’ positive evaluation corroborates the insertion of human health and first aid topics in the content of high school biology, integrating the discipline to students' daily lives.