Pluralismo didático: contribuições na aprendizagem dos conteúdos de Ciências e Biologia

• Autor(a) principal: Almeida, Ismael de
• Data de Publicação: 2017
• Outros Autores: Guimaraes, Carmen Regina Parisotto
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/8142
• topic: Ensino de ciências; Ensino de biologia; Aulas práticas; Jogos didáticos; Mídia; Ensino; Practical lessons; Educational games; Media

The demands of the modern world for some decades have indicated the need for changes in the teaching of science and biology. The use of didactic resources, although not a novelty, is still an important tool, capable of helping to overcome the gaps left by the current teaching and learning process. This paper aims to highlight the contributions that the resources and differentiated methodologies can bring to the teaching of these disciplines. The activities presented in this work were developed in a class of the 2nd year of High School, of a school in the public network of Aracaju / SE, during the year 2014, involving the accomplishment of lectures, complemented with didactic games, practical classes and resources Covering the contents of Zoology. It was also given an expositive class complemented only by traditional resources, such as chalkboard and chalk, and textbook. One month after the completion of these activities, questionnaires were applied to assess whether there was a differentiated learning of the contents, given the different resources used. The analysis of the answers about the specific contents, related to the didactic resources used in the class, allowed to realize that the answers related to the contents presented in the practical classes revealed a greater percentage of correct answers, followed in order, by the questions referring to the use of games and videos and, Lastly, the class with only use of chalkboard, chalk and didactic book. These data indicate that through differentiated activities, students are able to assimilate content better. Through classes based on didactic pluralism, it is possible to arouse greater interest and motivation in students in the school environment and promote a better learning of the contents.