Desenvolvimento de uma sequência didática de construção de árvores filogenéticas no ensino médio empregando modelos tridimensionais

Abstract

The contents of phylogenetics in High School are not dealt with explicitly in the discipline of Biology. This is due to numerous factors, such as the very organization of contents in textbooks, which bring the different areas of knowledge in biology in a compartmentalized way and without demonstrating relationships between them, as well as the difficulty that teachers themselves have in mastering these concepts, how to analyze and interpret a phylogenetic tree correctly. The use of three-dimensional models in education proves to be a valuable tool for helping to understand the contents, as well as to make the class moment more pleasant for students. In this research, a didactic sequence was developed for the use of a three-dimensional model with a focus on student protagonism so that he can build knowledge, in an investigative way, of how a phylogenetic tree is interpreted. The research took place in a public school of the state education network of Rio de Janeiro, in the municipality of Resende with 57 students from the first year of high school in the year 2021. The students answered a questionnaire on phylogenetic systematics after a lecture and the same questionnaire after a practical class with the proposed three-dimensional didactic model. A methodology was used to measure the normalized learning gain after the practical class and the results obtained indicated that the use of the three-dimensional didactic model to build a phylogenetic tree favored the teaching-learning process on this content. In addition, with the qualitative analysis of the questionnaires answered by the students after the practical class, it can be confirmed that the use of this didactic sequence made the classroom environment more pleasant and facilitated the teaching-learning process.