DNA didactic models in genetics teaching: experience with high school students in a public school in Piauí

• Autor(a) principal: Silva, Junielson Soares da
• Data de Publicação: 2021
• Outros Autores: Oliveira, Neyla Cristiane Rodrigues de, Sousa, Fabrício Soares de, Silva Neto, Cícero Quirino da, Saraiva, Espedito de Sousa, Brito, Marilha Vieira de, Sá, Gisele Holanda de, Amorim, Layane Valéria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/12005
• topic: Biologia; Educação básica; Ensino-aprendizagem; Metodologias ativas.; Biología; Educación básica; Enseñanza-aprendizaje; Metodologías activas.; Biology; Basic education; Teaching-learning; Active methodologies.

Genetics is one of the areas of Biology considered difficult for students to learn, due to the presence of complex terms and the distance from students' daily lives. In this sense, the objective was to describe the use of didactic models of DNA, made by students of the 3rd grade of High School, from a public school in Piauí, to address basic concepts of genetics. The research has a qualitative nature and was carried out with 34 students of the 3rd grade of High School at the Saturnino Moura School Unit, located in São Félix do Piauí. For data collection, a semi-structured questionnaire, observations and records in the researchers' logbook were used. It was found that students felt motivated during the making of didactic models of DNA, demonstrating the relevance of its application in Biology classes and the development of teamwork. In addition, it was found that only the theoretical lecture does not constitute an effective methodology for learning the subjects of genetics. Therefore, it is important to use active methodologies, such as the construction and application of didactic models, in which students actively participate and become mediators of their own knowledge. Thus, these models represent suggestive instruments and can contribute to the teaching-learning process of abstract contents that are difficult to approach in Biology classes.