O uso de história em quadrinhos como estratégia de ensino e a aprendizagem sobre evolução biológica no ensino médio

• Autor(a) principal: Leite, Amonikele Gomes
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/24514
• topic: Ensino por investigação; Metodologias ativas; Ensino de Biologia; Teaching by investigation; Active methodologies; Biology teaching; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA

Biology curriculum for high school brings to the teacher the challenge of working with different concepts and knowledge about a diversity of living things, processes and mechanisms that are often far from what the student observes in their daily lives. For the teaching and learning process to occur efficiently in Biology, the teacher must implement activities that contemplate learning by investigation, promoting the formation of concepts, understanding of the dynamics of scientific work, the development of critical thinking and reflection on natural phenomena, stimulating the autonomy of students in the learning process. This work aimed to use comics as didactic strategies to facilitate the teaching and learning of content related to Biological Evolution. The study was conducted through a qualitative approach and the principle of participant research. The study was carried out at the Adalgisa Teódulo da Fonseca State High School, located in Itaporanga, PB. The sample was composed of 25 students distributed in three classes of the 3rd grade of regular high school in the morning shift. The study about biological evolution, with an investigative character, was carried out using the Comics teaching strategy, where students had contact with the content in an attractive and participatory way for the construction of knowledge about evolution. The research data were collected through the application of an initial (to recognize the students' previous knowledge) and a final (to verify if the students increased their knowledge repertoire) probing questionnaire, containing open and/or closed questions, and through the analysis of the investigative activities proposed to the students. The open questions in the questionnaire allowed richer and more varied answers, while the closed questions made it easier to tabulate and analyze the data. The data obtained from the comparison of student performance in the initial and final application of the questionnaire were tabulated and organized in spreadsheets, using Microsoft® Excel 2010 software to build the graphs. The analysis of the questionnaires allowed us to observe whether the students gained repertoire on the theme developed during the application of the project.