Desenvolvimento de uma sequência didática para o ensino de genética e seus aspectos químicos no ensino médio

Abstract

Nowadays, too much has been observed between scientific research and teaching practice in classrooms. In contrast, we can see the existence of many biological phenomena that involve specific knowledge of Chemistry that, in Biology books, are only implicit. We understand that the insertion of chemical representations in the teaching of Biology can help in the teaching of Genetics, more precisely in the concept of DNA molecules, which form the genes, pointing out the interdisciplinarity between these two subjects. Therefore, this paper aims to facilitate the learning of introductory Genetic concepts through an interdisciplinary perspective involving Biology and Chemistry according to the principles of Rand J. Spiro's Theory of Cognitive Flexibility and Lev Vygotsky's Socio-Interactional Theory of Learning, providing students with experimental activities, elaboration of molecular models miniatures and use of information and communication technologies (ICT), with the purpose of adding scientific knowledge to school everyday. This paper describes the creation of a didactic sequence based on a hypertext format, as a mean for the teaching of Genetics contents in a high school class of 34 students from a private school in the city of Bagé, RS. The research was a pedagogical intervention kind of qualitative and quantitative nature and sought to investigate the percentage gain in learning related to the application of the didactic sequence through the Richard Hake Method. For this, pre and post-tests were used on the studied content. As a result, we observed learning gains of 51.85%. The educational output resulting from this paper consists of a support material composed of a hypertext with different media and practical and experimental classes that can be used as support for High School Biology teachers to teach their classes on the transmission of hereditary characteristics.