Percepção de escalas, cromossomos, herança genética e diversidade: sequência didática para o ensino de biologia

Abstract

When recognizing the difficulties presented by students in the construction of biological thinking and the need for scientific literacy, the reflection of methodologies and ways to reach students are important. In this new way of thinking about the teaching-learning process, we seek to implement active and meaningful activities that can interconnect abstract contents such as understanding measurement scales, biological determination of hereditary characteristics, basic concepts of genetics, chromosomes and diversity. The themes are related in several aspects, being quite complex to be assimilated by students. Therefore, the objective of this work is to present an alternative way to work on the contents of genetic inheritance in high school, from the proposition of a didactic sequence that allows students to reflect through the active perspective the perception of scale, inheritance of sex chromosomes and multiple dimensions of diversity. Activities include showing a film, expository-dialogue class, drawing workshop, classes with active methodology, use of information technologies and structured debate. As an evaluation, the same questionnaire was applied in two moments: at the beginning and at the end of the sequence. Their analysis was quantified on the average of correct answers for each question (1 to 5) in the two moments of the test. As a result, the average of correct answers in the evaluation after the sequence was higher. Qualitative assessments and analyzes were also carried out during all stages of the sequence. A clear motivation of the students was observed in relation to the activities worked on. Some promoted more engagement than others; such as, for example, more dynamic actions, using technologies and visual aids. In this context, we understand that the sequence proved to be very useful for the development of the themes and, consequently, for the learning of the content. We conclude that, in view of the diversity of intelligences found in a classroom, it is necessary to change and diversity in the teaching-learning processes through active and meaningful methodologies.