The use of didatic models for teaching paleontology in Science and Biology disciplines

• Autor(a) principal: Costa, Kuenia Consoelo Rodrigues da
• Data de Publicação: 2022
• Outros Autores: Silva , Patricia da Cunha Gonzaga, Oliveira, Paulo Victor de, Farias, Pedro Levy Costa Catunda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/28082
• topic: Basic education; Teaching; Teaching materials; Paleontology.; Educación básica; Ensenãnza; Materiales de enseñanza; Paleontología.; Educação básica; Ensino; Materiais didáticos; Paleontologia.

Paleontology is considered an essential science to understand the evolutionary process and the phenomena that occur in nature, and it must be worked in an interdisciplinary way, adapting the contents to the students' reality. Besides that to make sense of learning about this science and make it a dynamic and enjoyable process, the application of practical activities using didactic models developed according to the content covered, can make the teaching process more effective. The work aims to reflect on the use of didactic models in the teaching of Paleontology in the disciplines of Science and Biology. It is a bibliographical, exploratory and documentary research, which took place from the survey of studies and research that address the application of didactic models in the teaching of Paleontology in the disciplines of Science and Biology, with a focus on investigating the contribution of these resources in the students' teaching-learning process. The following databases were used: CAPES journals, Google Scholar, SciELO and BDTD, including the following search descriptors: didactic model, Paleontology, Science and Biology subjects, which made it possible to select and analyze 12 works. According to the results obtained, it can be observed that the use of didactic models for the teaching of Paleontology constitutes an important tool for the development of more dynamic and meaningful learning, because their use is an excellent strategy in the teaching-learning process, facilitating the understanding of the contents covered, since the student's interaction with the object awakens the feeling of belonging and insertion in the pedagogical process.