O design e a modelagem 3D no auxílio do ensino-aprendizagem em ciência para a educação em saúde

Abstract

The dissertation explores an intersection between design, education, and biological sciences, with an emphasis on 3D modeling as a didactic tool for teaching virology in Elementary School I. The study focuses on the three-dimensional representation of viral contamination processes. For the research, the morphology and replication of the H1N1 virus (Influenza flu) are used as an exemplary case. The objective is to contribute to the understanding of this content by students and the general public. The research is justified by the need to clarify these pathogenic agents and their implications for public health. Through 3D modeling, it is possible to visually represent microscopic organisms in an accessible and comprehensible way for students, contributing to knowledge construction on topics that are often abstract and difficult to visualize. The theoretical framework included articles from the fields of biology, epidemiology, curricular guidelines, and design methodologies, in addition to 3D modeling and printing technologies. The methodology includes a systematic literature review (SLR) by Dresher (2017), along with an analysis of the National Curriculum Base in Elementary School I Science. An exploratory interview was conducted with specialists (teachers and pedagogues) who teach and work in this area to gather suggestions for possible microscopic organisms with potential for three-dimensional development. After selecting the microscopic organism – H1N1 (the virus) – the 3D didactic model was developed using modeling software, Nomad Sculpt, followed by the 3D printing of the pedagogical educational product. Lastly, a new round of interviews was conducted with specialists (teachers and pedagogues) focusing on assessing the model's didactic potential, collecting feedback and suggestions for both pedagogical and structural improvements for future models. The research concludes that 3D modeling and printing are essential for visualizing complex structures, facilitating learning in health education and understanding scientific data. This process contributes to health education and science popularization, offering new visualization methods and prototypes that aid in interpreting information invisible to the naked eye. The dissertation highlights the importance of continuous feedback from specialists to improve didactic models, always aiming for pedagogical effectiveness and scientific relevance.