Célula no ensino de Ciências na educação de jovens e adultos: uma proposta de intervenção pedagógica

Abstract

The teaching of science in youth and adult education (EJA) requires a new perspective from the perspective of scientific literacy, which implies taking these students to make a reading of their reality, evaluating the advances of science and technology in society and the environment, In addition to seeking problem solving based on scientific knowledge. This work aims to analyze the contributions of a pedagogical intervention in the learning of the cell, through the development of a didactic sequence. The research was carried out in a school of the municipal public network of Maceió, in the district of Trapiche and had as target audience students of the groups of the 5th phase of the EJA, in the age group of 16 to 23 years in the month of August of 2011. The first The aim of this research was to diagnose the students' previous knowledge about the basic organization of living beings. For this purpose, a questionnaire containing objective and open questions was used. In the second moment, a proposed didactic sequence was applied on cell structure and related topics such as cloning and transgenic foods, and an experimental activity was also carried out with the extraction of banana DNA. And in the third moment the evaluation of the knowledge constructed by the students during the didactic sequence was carried out applying the same questionnaire that was worked on in the initial diagnosis. The methodology used was action research. The results were evaluated qualitatively and quantitatively by tables and reveal a very positive impact of the didactic sequence on learning. The students showed a greater understanding of the concepts worked, identifying basic structures of the cells. The experiment also contributed to the recognition of DNA and its role in the cell. These results show how much didactic sequences can make Science teaching most significant.