Desenvolvimento de uma sequência didática para ensino de genética no ensino médio com ênfase na interpretação de heredogramas

Abstract

High school is divided into four areas of knowledge: Languages and their Technologies; Mathematics and its Technologies; Natural Sciences and their Technologies; and Human and Social Sciences Applied. Within the area called Natural Sciences and their Technologies is the subject of Biology. Although the name of the area already indicates the need to contextualize the contents offered with the environment and the daily life of the students, the content and methodology are still aimed at preparing students only for entrance exams. Within the subject of Biology is the teaching of Genetics, which presents numerous contents that can be developed to promote student protagonism and value a more active and meaningful learning. In this context, the present work proposes to contribute to the teaching of genetics through a didactic sequence that helps in the understanding of heredity content and monogenic inheritance patterns, with an emphasis on the interpretation of pedigrees. The research took place at the Instituto Superior de Educação do Rio de Janeiro (ISERJ) with 30 third-year high school students. A didactic sequence (DS) on the teaching of genetics was developed, valuing student protagonism through methodologies such as conversation circles and a didactic game for the interpretation of pedigrees the title "What Inheritance Do I Have?". Before starting the DS, the students answered a questionnaire after an expository class and the same questionnaire after the completion of the didactic sequence. The methodology used allowed the calculation of normalized learning gain through a quantitative analysis of the collected data. The results indicated that the developed didactic sequence, including the conversation circle and the didactic game "What Inheritance Do I Have?", favored the teaching and learning of genetics. Furthermore, the qualitative analysis of the questionnaires confirmed that the use of this didactic sequence made the classroom environment more pleasant and facilitated this process.