O sistema digestório em molduras: uma estratégia para a educação básica

Abstract

Although many public schools have a precarious situation and do not have a science laboratory and / or teaching material, simple and alternative methods can be explored to contextualize and enrich the content presented in class. Using whiteboards and textbooks alone is not a good choice at present to pique students' interest and participation. Thus, for learning to be meaningful, it is necessary to present different teaching alternatives in order to bring the content presented by the teacher to the student's reality. Research on teaching has shown that the use of didactic models facilitates learning and that practical activities are relevant allies in the teaching process. From experience and reports from other teachers, high school students are known to have misconceptions about the anatomy and physiology of the human digestive system. The present study aims to present a didactic sequence for the teaching of the digestive system for the students of the second year of high school at CIEP 122 Prof. Ermezinda Dionízio Necco, using as a didactic strategy images of the regions of the digestive system, in frames, associated with practical activities such as starch identification; importance of chewing; simulation of protein digestion in the stomach; simulation of fat emulsification by bile and representation of the gut microbiome. The didactic sequence had as its first stage the application of an individual and unidentified test, to 59 students, to survey the previous knowledge of the subject. In the next step, the digestive system sequence was presented to the students, in six MDF frames, measuring 60cmx60cm, complemented by the execution of practical activities. Finally, the initially answered tests were randomly distributed to the students for an identified correction. The use of images is one of the strategies for science and biology teaching, thus the frames allowed the discussion about anatomical and functional aspects of the digestive system. Each frame allowed the reflection and presentation of inaccessible or unknown structures, facilitating a better understanding of the human body. After correction by the students, the tests were analyzed, suggesting that the result of the correction was satisfactory, once 61% of the students identified errors. The active participation of students in the class and the result of the test correction lead us to believe that learning about the topic was effective. In addition, a differentiated and low cost methodology was created, which allows its use in an interdisciplinary way and can also be a model for the presentation of other themes and / or disciplines