TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY

Detalhes bibliográficos
Autor(a) principal: Marques Vidal, Lilian Machado
Data de Publicação: 2022
Outros Autores: Affonseca Jardim, Maria Inês de, Pereira de Queiros, Wellington
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/231
Resumo: The current teaching proposals, along with the transformations which in the areas of knowledge have been going through, provide rethinking the teaching methodologies and their contribution to meaningful learning. In this study, we analyzed the perception of students about the contribution of a methodological strategy of teaching by research in the process of learning biology content. The activities were carried out with 2nd-year high school students, in a private school, in the city of Cáceres-MT. They were carried out in the development of a project that respected the stages of teaching through research: readings and elaboration of the problem and hypotheses, data collection and analysis, discussion about the results, and presentation of the final report at a scientific event. At the end of the development of the proposal, the students participated in a semi-structured interview in which it was possible to verify that in the students' perception there was effectiveness in the didactic approach of teaching by investigation in the learning process.
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spelling TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGYENSEÑANZA POR INVESTIGACIÓN: PERCEPCIÓN DE LOS ESTUDIANTES SOBRE LA ESTRATEGIA METODOLÓGICA EN EL PROCESO DE APRENDIZAJE EN BIOLOGÍAENSINO POR INVESTIGAÇÃO: PERCEPÇÃO DE ALUNOS SOBRE ESTRATÉGIA METODOLÓGICA NO PROCESSO DE APRENDIZAGEM EM BIOLOGIAProposta de ensinoEnsino de BiologiaProjetoTeaching proposalBiology TeachingProjectPropuesta didácticaEnseñanza de la BiologíaProyectoThe current teaching proposals, along with the transformations which in the areas of knowledge have been going through, provide rethinking the teaching methodologies and their contribution to meaningful learning. In this study, we analyzed the perception of students about the contribution of a methodological strategy of teaching by research in the process of learning biology content. The activities were carried out with 2nd-year high school students, in a private school, in the city of Cáceres-MT. They were carried out in the development of a project that respected the stages of teaching through research: readings and elaboration of the problem and hypotheses, data collection and analysis, discussion about the results, and presentation of the final report at a scientific event. At the end of the development of the proposal, the students participated in a semi-structured interview in which it was possible to verify that in the students' perception there was effectiveness in the didactic approach of teaching by investigation in the learning process.Las propuestas actuales de enseñanza, junto con las transformaciones por las que han pasado las áreas de conocimiento, proporcionan repensar las metodologías de enseñanza y su contribución al aprendizaje significativo. En este estudio, analizamos la percepción de los estudiantes sobre la contribución de una estrategia metodológica de enseñanza por investigación en el proceso de aprendizaje de los contenidos de biología. Las actividades se realizaron con alumnos de 2º de Bachillerato, en un colegio público, en la ciudad de Cáceres-MT. Se llevaron a cabo en el desarrollo de un proyecto que respetó las etapas de la enseñanza por investigación: lectura y elaboración del problema y de las hipótesis, recogida y análisis de datos, discusión de los resultados y presentación del informe final en un evento científico. Al finalizar el desarrollo de la propuesta, los alumnos participaron en una entrevista semiestructurada en la que se pudo comprobar que en la percepción de los alumnos había eficacia en el enfoque didáctico de la enseñanza por investigación en el proceso de aprendizaje.As atuais propostas de ensino, junto com as transformações pelas quais as áreas de conhecimento vêm passando, proporcionam repensar as metodologias de ensino e a sua contribuição na aprendizagem significativa. O objetivo da pesquisa foi conhecer a percepção dos alunos a respeito das contribuições no processo de aprendizagem de uma proposta de ensino investigativo em aulas de Biologia. As atividades foram realizadas com alunos do 2º ano do Ensino Médio, em uma escola privada, na cidade de Cáceres-MT. Foram concretizadas no desenvolvimento de um projeto que respeitou as etapas do ensino por investigação: leituras e elaboração do problema e hipóteses, coleta e análise de dados, discussão dos resultados e apresentação do relatório final em evento científico. Ao final do desenvolvimento da proposta, os alunos participaram de uma entrevista semiestruturada a que foi possível verificar que na percepção dos discentes houve eficácia na abordagem didática de ensino por investigação no processo de aprendizagem.Revista Prática Docente2022-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionNatural SciencesCiencias NaturalesCiências Naturaisapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/23110.23926/RPD.2022.v7.n2.e22044.id1557Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22044Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22044Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e220442526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/231/221Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMarques Vidal, Lilian MachadoAffonseca Jardim, Maria Inês dePereira de Queiros, Wellington2023-05-24T22:53:14Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/231Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-05-24T22:53:14Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
ENSEÑANZA POR INVESTIGACIÓN: PERCEPCIÓN DE LOS ESTUDIANTES SOBRE LA ESTRATEGIA METODOLÓGICA EN EL PROCESO DE APRENDIZAJE EN BIOLOGÍA
ENSINO POR INVESTIGAÇÃO: PERCEPÇÃO DE ALUNOS SOBRE ESTRATÉGIA METODOLÓGICA NO PROCESSO DE APRENDIZAGEM EM BIOLOGIA
title TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
spellingShingle TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
Marques Vidal, Lilian Machado
Proposta de ensino
Ensino de Biologia
Projeto
Teaching proposal
Biology Teaching
Project
Propuesta didáctica
Enseñanza de la Biología
Proyecto
title_short TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
title_full TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
title_fullStr TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
title_full_unstemmed TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
title_sort TEACHING BY INVESTIGATION: STUDENTS' PERCEPTION OF METHODOLOGICAL STRATEGY IN THE LEARNING PROCESS IN BIOLOGY
author Marques Vidal, Lilian Machado
author_facet Marques Vidal, Lilian Machado
Affonseca Jardim, Maria Inês de
Pereira de Queiros, Wellington
author_role author
author2 Affonseca Jardim, Maria Inês de
Pereira de Queiros, Wellington
author2_role author
author
dc.contributor.author.fl_str_mv Marques Vidal, Lilian Machado
Affonseca Jardim, Maria Inês de
Pereira de Queiros, Wellington
dc.subject.por.fl_str_mv Proposta de ensino
Ensino de Biologia
Projeto
Teaching proposal
Biology Teaching
Project
Propuesta didáctica
Enseñanza de la Biología
Proyecto
topic Proposta de ensino
Ensino de Biologia
Projeto
Teaching proposal
Biology Teaching
Project
Propuesta didáctica
Enseñanza de la Biología
Proyecto
description The current teaching proposals, along with the transformations which in the areas of knowledge have been going through, provide rethinking the teaching methodologies and their contribution to meaningful learning. In this study, we analyzed the perception of students about the contribution of a methodological strategy of teaching by research in the process of learning biology content. The activities were carried out with 2nd-year high school students, in a private school, in the city of Cáceres-MT. They were carried out in the development of a project that respected the stages of teaching through research: readings and elaboration of the problem and hypotheses, data collection and analysis, discussion about the results, and presentation of the final report at a scientific event. At the end of the development of the proposal, the students participated in a semi-structured interview in which it was possible to verify that in the students' perception there was effectiveness in the didactic approach of teaching by investigation in the learning process.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Natural Sciences
Ciencias Naturales
Ciências Naturais
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/231
10.23926/RPD.2022.v7.n2.e22044.id1557
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/231
identifier_str_mv 10.23926/RPD.2022.v7.n2.e22044.id1557
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/231/221
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22044
Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22044
Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22044
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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