Estratégias didáticas de baixo custo para o ensino de biologia no ensino médio

• Autor(a) principal: Sartori, Susane Silva
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2417
• topic: Práticas; Metodologias ativas; Aprendizagem; Guia; CNPQ::CIENCIAS BIOLOGICAS; Practices; Active methodologies; Learning; Guide

Among the greatest difficulties of Biology teachers who teach in high school is the adequacy of alternative teaching resources to the teaching process, in order to facilitate mediation and understanding of the content covered. The absence of didactic resources and difficulties in developing low-cost strategies, which integrate the contents covered and contextualize them within problems in which the student must seek to solve, leaves the teaching and learning process deficient. Within this context, this study aimed to develop a guide to practical classes commented on Biology, with low-cost didactic strategies, which bring significant results to the teaching and learning process, so that the classes integrate the contents covered , awaken the critical-reflexive sense of the participants and employ active methodologies. The Guide to practical classes, developed from this study, is the compilation of previously prepared material, with comments obtained from the experience of its application and evaluation. After the selection of practices, they underwent tests at a specific public school in the municipality of Jaciara, Mato Grosso, to detect their effectiveness. The classes were tested by applying questionnaires with closed questions, medium level, on the subjects covered during the classes. The results obtained through the questionnaires applied as pre-tests and post-tests were tabulated in the Excel® spreadsheet and presented in graphs with a percentage of correct answers for each question. Analyzes with the use of t-paired test and general averages of correctness were performed to evaluate the effectiveness of the practical class in the teaching-learning process, using the GraphPad Prism 6 software. Values of p <0.05 were considered statistically significant. Practical classes there was a significant increase in student learning, showing that their application contributed efficiently, not only with the learning of the topic addressed in class, but also with other related topics, by instigating and motivating students to research about the study subjects.