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Adlane Vilas-Boas Ferreirahttp://lattes.cnpq.br/5828381419292488Marina de Lima TavaresFrancisco Pereira LoboAna Júlia Lemos Alves Pedreirahttp://lattes.cnpq.br/8159130108523659Lorrayne Evangelista de Sousa2022-01-27T19:37:35Z2022-01-27T19:37:35Z2021-12-17http://hdl.handle.net/1843/39191https://orcid.org/0000-0001-7607-8144A meiose é um tópico persistentemente difícil para estudantes de diferentes níveis de ensino. O objetivo deste trabalho é, por meio da utilização de um inventário de conceitos e entrevistas, quantificar e comparar o desempenho de calouros e veteranos sobre os seguintes conceitos genéticos associados à meiose: ploidia; relação entre quantidade de DNA, número de cromossomos e ploidia; cronologia dos principais eventos da meiose; e representação pictórica dos cromossomos; bem como compreender a natureza das dificuldades encontradas na compreensão de conceitos. Este estudo foi conduzido com dois grupos de estudantes do curso de Ciências Biológicas da UFMG: 25 calouros e 45 veteranos (licenciandos). A pesquisa foi iniciada com a aplicação de um inventário conceitual de meiose (ICM), cujos itens abordavam conceitos problemáticos da meiose já documentados na literatura. Na etapa qualitativa, foram conduzidas entrevistas cognitivas com estudantes voluntários (n=12) sobre itens do ICM. Os resultados da aplicação do ICM foram categorizados para identificar conceitos não problemáticos e ideias incorretas comuns. Interessantemente, diferença de desempenho geral entre os calouros e os veteranos foi insignificante. Para quase todos os conceitos avaliados, as respostas dos estudantes aos itens tiveram uma distribuição de distratores assinalados ampla ou os estudantes demonstraram preferência por distratores específicos. Apenas dois itens tiveram uma alta proporção de respostas corretas (≅70%). O conceito de maior dificuldade de compreensão identificado em ambos os grupos foi o de ploidia, além de outras dificuldades conceituais, como sobre a diferença entre cromossomos e cromátides, produtos da mitose e meiose e a pouca articulação entre a replicação do DNA e a meiose. Na etapa de entrevistas, concepções equivocadas identificadas na etapa quantitativa foram confirmadas e novos entendimentos incorretos foram identificados, como a respeito da disposição dos alelos gênicos nos cromossomos, a interferência da replicação do DNA sobre o número de cromossomos e ploidia celular, a representação dos gametas e a estrutura dos cromossomos. Conclui-se que calouros e veteranos mantêm concepções equivocadas sobre conceitos elementares relacionados à meiose. Tais concepções tendem a ser resistentes ao ensino e constituem um obstáculo ao entendimento significativo desse processo de divisão celular.Meiosis is a persistently difficult topic for students at different levels of education. The objective of this work is, through the use of an inventory of concepts and interviews, to quantify and compare the performance of tested freshmen and veterans on the following genetic concepts associated with meiosis: ploidy; relationship between amount of DNA, number of chromosomes and ploidy; chronology of the main events of meiosis; and pictorial representation of chromosomes; as well as understanding the nature of the difficulties encountered in understanding concepts. This study was conducted with two groups of students from the Biological Sciences course at UFMG: 25 freshmen and 45 veterans (prospective teachers). The research started with the application of a Meiosis Concept Inventory (MCI), whose items addressed problematic concepts of meiosis already documented in the literature. In the qualitative stage, cognitive interviews were conducted with volunteer students (n=12) about selected MCI items. Data collection was performed remotely. The results from the MCI application were categorized to identify non-problematic concepts and common misconceptions. Interestingly, the overall performance between the freshmen and veterans was insignificant. For almost all evaluated concepts, student responses to items had a wide distribution of assigned distractors or students showed preference for specific distractors. Only two items had a high proportion of correct answers (≅70%). The most difficult concept of understanding identified in both groups was ploidy, in addition to other conceptual difficulties, such as the difference between chromosomes and chromatids, products of mitosis and meiosis, and the poor articulation between DNA replication and meiosis. In the interview stage, misconceptions identified in the quantitative stage were confirmed and new misunderstandings were identified, such as regarding the arrangement of gene alleles on chromosomes, the interference of DNA replication on the number of chromosomes and cell ploidy, the representation of gametes and the structure of chromosomes. It is concluded that freshmen and veterans hold misconceptions about elementary concepts related to meiosis. Such conceptions tend to be resistant to teaching and constitute an obstacle to a meaningful understanding of meiosis.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorporUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em GenéticaUFMGBrasilICB - DEPARTAMENTO DE BIOLOGIA GERALhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessGenéticaEnsinoAprendizagemMeioseEnsino de genéticaMeioseConcepções equivocadasAprendizagem conceitualLicenciandos em Ciências BiológicasUso de um inventário conceitual de meiose para analisar dificuldades persistentes na compreensão de conceitos entre calouros e futuros professores de Biologiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALDissertação de Mestrado - Lorrayne Evangelista de Sousa.pdfDissertação de Mestrado - Lorrayne Evangelista de Sousa.pdfapplication/pdf2892525https://repositorio.ufmg.br/bitstream/1843/39191/1/Disserta%c3%a7%c3%a3o%20de%20Mestrado%20-%20Lorrayne%20Evangelista%20de%20Sousa.pdf853f0703eadb2da6a73fa7099a4b0d13MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/39191/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/39191/3/license.txtcda590c95a0b51b4d15f60c9642ca272MD531843/391912022-01-27 16:37:36.346oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-01-27T19:37:36Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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