Elaboração e avaliação de uma sequência didática para estudar o sistema ABO e fator Rh

Abstract

The use of differentiated pedagogical practices has been increasingly necessary for the teaching-learning process of students. The use of didactic models and the use of practical classes has shown to be efficient in this process, facilitating the understanding of concepts, rules and causing greater involvement of students with the topics covered, also allowing their insertion in the scientific environment. The present work sought to develop and evaluate a didactic sequence using pedagogical models and practical activities to explain the ABO system and Rh factor in the 3rd year classes of a state public school in the municipality of São Sebastião do Anta. The work is exploratory in nature with a qualitative and quantitative approach, in which a Didactic Sequence (SD) was developed for application in six stages. The first step consisted of gathering information about the students' previous knowledge on the subject, followed by the provision of material for the students to develop investigative activities on the ABO system and Rh factor, in addition to the assembly of a didactic model of red blood cells in the step 2. In step 3, the students used the material provided to solve an investigative activity on erythroblastosis fetalis. Steps 4, 5 and 6 were for the production and application of a didactic game and finally a conversation circle to discuss it. When carrying out the first stage of the project, it was observed that most students did not know their blood type, as well as that of their parents. They also did not know how to relate the importance of identifying the blood type before performing blood transfusions. In stages two and three, practical investigative activities were developed (uncovering a murder, pregnancy-related illness and maternity recognition) where students had to perform blood typing tests to solve the proposed problems. Some difficulty was observed at the beginning, but with the teacher's mediation, the activities were carried out with satisfaction and dedication between the groups. The assembly of the didactic game, carried out by the students, occurred without difficulties, its application had a beginning full of doubts, but with the development of the proposal, the involvement of the groups in the activity was clear. The proposed Didactic Sequence was well accepted by the students, with involvement and engagement in solving the activities being observed. The practical activities and materials used in approaching the subject aroused greater interest from students in their realization, and they reported feeling inserted in a scientific environment. The proposed didactic game proved to be efficient in the process of assimilating terms and characteristics of blood groups, helping as a facilitating agent in the understanding and review of the subject addressed in the Didactic Sequence. It is concluded that the elaboration and evaluation of a didactic sequence focused on the use of didactic models to explain the ABO system and the Rh factor helped in the teaching-learning process of students in a state public school in the municipality of São Sebastião do Anta.