Modelos didáticos como facilitadores do processo de ensino-aprendizagem do sistema cardiovascular dos vertebrados

Abstract

Many educators have complained about students' lack of interest and difficulty in learning, as well as the scarcity of differentiated teaching resources. To overcome these challenges, it is necessary that the teacher make use of different tools, which contribute to make the class more dynamic, motivating and able to arouse the interest of his student, thus favoring meaningful learning. Among the different strategies to be adopted, the use of didactic models constitutes one of the most used pedagogical resources in Biology teaching, since it allows the student direct contact with the object of study, often abstract or of great complexity. The observation and manipulation of didactic, colorful and two or three-dimensional models is an excellent alternative to dynamize the classes and to bring the student closer to the studied content, since it contributes to a closer relationship between theory and practice. In high school, the study of anatomy and comparative physiology of vertebrates, allows the student not only to analyze the main differences between the groups, but also to understand the evolutionary adaptations that determine the geographic distribution of these animals. However, this content of biology is often neglected by schools, which prioritize the study of the human organism. In this sense, the objective of this work was to favor the understanding of high school students on the anatomophysiology of the cardiovascular system of vertebrates. Models of heart of the main vertebrate groups were made using simple and low-cost materials. After fixation on styrofoam plate, the blood flow was simulated by the insertion of blue and red LEDs, representing venous and arterial blood, respectively. The models produced were evaluated positively by public high school teachers, applied to students and evaluated by them as an important tool in the learning process. In this sense, this research reveals the relevance of the teacher in the use of innovative methodologies, capable of motivating the students in the construction of knowledge in a significant way.