Atividades práticas interdisciplinares para o estudo das biomoléculas: estrutura e função

Abstract

Biochemistry is a complex area of science that aims to study chemical processes in living beings. These processes deal with the structure and metabolic function of cellular components. In high school it does not appear as an isolated subject, but integrated with other topics such as, for example, Cytology. Despite technological advances facilitating the understanding of biomolecules and their functioning, resources in public schools are still limited. Based on the concept that by executing the student understands and gives new meaning to learning, the proposal for this work emerged. His objective was to study biomolecules through researchbased teaching exploring the structure and function of Carbohydrates, Lipids, Proteins and Nucleic Acids. Prior to carrying out the didactic sequence, students answered a questionnaire, the objective of which was to assess students' prior knowledge on the topic. The investigative didactic sequence took place in an interdisciplinary way with the Chemistry discipline and followed the following steps: 1st Initial problematization with excerpts from films, texts and articles about Biomolecules aiming to bring the topic closer to the students' reality. 2nd Survey of hypotheses and extra-class moment for bibliographical research on the topic. 3rd Construction of structural models and preparation of experiments that guided the resolution of the hypotheses raised, in Biology and Chemistry classes. 4th Moment of reflection on the results achieved, organization of data and presentation. The discussions held were recorded and later transcribed for content analysis. After developing the didactic sequence, students evaluated the activities developed by recordings in the final questionnaire. In addition, they answered the initial questionnaire again, as a way of evaluating the knowledge built. The data obtained from the questionnaire responses (before and after the sequence) were analyzed and the discursive responses were classified as satisfactory, intermediate and unsatisfactory, as well as the rate of correct answers and errors recorded in the objective questions. The transcriptions of the discussions were evaluated. Proposals for construction activities for structural models and experiments carried out will be made available online in the form of a handout for Biology and Chemistry teachers. This research contributed to scientific development and active and reflective construction on the proposed theme, placing students as protagonists of the teachinglearning process.