Aprendizagem de invertebrados em tempos de pandemia

Abstract

Invertebrates comprise a large variety of animal taxa, reported in variable habitats and with different functions in the environment where they live, being the focus of study in a relevant field of Biology, Zoology. Study on invertebrates in school are not always synonymous with learning, because their contents are transmitted only in traditional, expository and summarized ways, without dynamism and encouragement for the study, making students to lose motivation during classes. In this context, it hard to promote efficient learning because, when relating the invertebrates in a class, it would be pleasant to use teaching strategies that draw the student's attention, bringing them closer to the transmitted subject. This study aims to stimulate the learning of students in the 2nd grade of high school, about the content of invertebrates. This research was done in a public school in the state of Alagoas, through the use of a didactic sequence, applied at a distance, on three invertebrates phyla: Cnidaria, the Molluscs and Annelids, obtaining the learning data through questionnaires and follow-up in all stages of the sequence. Two different questionnaires were applied in two classes through Google Forms, with applications before and after the on-line classes to verify the knowledge that students already have on the subject, as well as to verify if the didactic sequence stimulates the learning about the invertebrates studied. The didactic sequence comprises 4 stages: (1) pre-activities questionnaire, (2) video classes and online classes, (3) challenges on social networks about the content and (4) post-activities questionnaire. The two questionnaires have different questions. The data analyses for the two questionnaires were based on categories, comparing previous knowledge and promoting corrections regarding wrong concepts, when necessary. The verification of learning was based on comparison between categories of the questionnaires before and after the activities, as well as the monitoring of classes in all stages of the didactic sequence. With the results obtained from the research, it can be concluded that learning was stimulated through the application of the didactic sequence, which used different activities, associated with the use of digital tools, instigating the students' learning.