Aquicultura nas aulas de biologia do ensino médio

Abstract

This work concerns the inclusion of the subject area aquaculture in Biology classes in High School. The research consisted of the elaboration, application and evaluation of a Potentially Meaningful Teaching Unit - (PMTU): namely, a didatic sequence (which is call workshop) based on learning theory of significant critical. The project has been carried out in a third year class from a State School in the city of Uruguaiana, RS, with 23 students. The PMTU was executed in October (2016) and encompassed concepts of Zoology, Ecology and Nutrition. In order to stimulate the students’ critical thinking, didatic sequences have been applied with the study of Uruguai River fish and the region’s native shrimp external and internal morphology, water analisys in the farming of aquatic organisms and the consequences of natural disasters. During the school intervention process, six lessons were administered (theoretical and practical), occuring twice a week. The data analysis was based on surveys applied at the beginning and at the end of the workshop (PMTU) seeking to find evidences of evolution of the students' learning about the contents covered in class. The analisys of data obtained through the surveys have shown evidence of meaningful learning, suggesting that the inclusion of topics connected to Aquaculture, integrated into Biology subject contents, brought satisfying results to the students’ learning. Considering qualitative evaluation of the dynamics developed during the encounters, it has been considered viable to administer diversified lessons in a public school, contributing to the acquisition of scientific concepts by the students, and divulging Aquaculture into the school environment.