Aprendizagem de Kolb: sequência didática – SD como ferramenta pedagógica na promoção de conhecimentos, acerca das infecções sexualmente transmissíveis – ISTs, de alunos do ensino médio

Abstract

Actually the sexuality between adolescent has been issue of various studious, in some respects of vulnerable questions connected to this group. One example is the problematic of Sexually Transmitted Infections- IST’S, which are one of the pathologies more frequently in Brazil and in the World; partly young people are the most victims. Therefore, according to scientific knowledge, the school has a preponderant paper in debating theses questions for upbringing and sensitization between young. Indeed, the drill teaching needs to diversify methodological strategies, as the Didactic Sequence –SD. That consists in a set of activities; strategies and devised intervention by teacher leads to understand about proposed content could be achieved by students. And as each individual learns in a specific way, the acquirement of knowledge from each student in the SD will be related by David Kolb knowledge style. The present research qualitative-quantitative had the general aim to appraise the application of SD like pedagogic tool in appreciation of knowledge about IST’s of students in High School, considering the Kolb Inventory learning style. The sample was composed by four classes of students from public school in High School. In two classes, the IST’s were worked through SD and, the others, across expositive classes. The data was collected through the application KolbInventory, one questionnaire with one dissertation question and a cognitive test with ten questions of multiple-choice. The data was analyzed and measured in digital spreadsheets, with application of attributive statistic. The utilization of a “different methodology” engaged students more motivated and interested it. The SD stimulated the scientific investigation potential, besides the student’s protagonist question. About the Kolb learning styles, the individuals from accommodating style had the best enhances, so that preference for methodology sequence SD and the assimilating, by expositive classes. Therefore, the student’s styles learning influenced in the acquisition of knowledge, in use of two different methodologies.