Adaptação de abordagem investigativa ao modelo do ensino explícito para aula sobre organelas citoplasmáticas no ensino médio

Abstract

Learning and teaching biology challenges the search for innovative approaches and strategies that promote scientific literacy, so necessary for critical training and meaningful learning. The pedagogical approach of Explicit Teaching has as assumptions the search for previous knowledge, the conceptual demonstration and the logical derivation within a directive perspective based on three sequenced and integrated stages: modeling, guided practice and autonomous practice. The present study aimed to adapt an investigative approach to the explicit teaching model for biology classes. For this, we selected the theme "cytoplasmic organelles", regularly addressed in high school. Initially, the primary and derived concepts were identified with the aid of a hierarchical conceptual map. Based on simulated classes, we defined the structuring tools and the lesson plan that best reconciled the theoretical foundations of Explicit Teaching and teaching practice. The classes were taught at the State School Professor Edmilson de Vasconcelos Pontes for classes of the 1st year of high school selected to receive classes based on Explicit Teaching integrated to investigative activities (experimental group, n = 36 students) or conventional methodology (control group, n = 39 students), being the most used methodology in biology classes in this teaching unit. The students' performance was evaluated based on qualitative and quantitative analyses. A questionnaire was applied to evaluate learning and the mean score obtained was compared between the experimental and control groups using student's test t. We observed that in the control group the mean obtained was 3.87, while in the experimental group the mean obtained 4.72. The results of the study confirm the hypothesis that Explicit Teaching adapted to the investigative approach is effective for teaching-learning cytoplasmic organelles considered complex and difficult to assimilate. As an educational product, a didactic booklet was produced for teachers, in order to optimize the planning of classes.