Sequências didáticas (SD): elaboração de modelos didáticos como estratégia pedagógica nas aulas de biologia no ensino médio

Abstract

Didactic sequence (DS) is a set of ordered and articulated activities that, depending on how it's organized, can contribute to learning at any school level. This study sought at the construction of didactic sequences, with content of Cell Biology and elaboration of didactic models by the students, aiming at a better understanding of the concepts studied. deal with a demonstrative - investigative study, this methodology consists in demonstrating a phenomenon confronting the knowledge by means of provocative questions, construction of hypothesis and elaboration of didactic models, having an experimental character, with data collection and descriptive statistical analysis, based on the action-research. The present work was developed at a state school in the city of Paulo Afonso, Bahia, specifically with students of the first year of High School. It was applied a didactic sequence entitled Cell in two classes, each with approximately 26 students on average, with a size of sample of 52 individuals, with ages varying from 14 to 18 years. However, a difficulty encountered was the high rate of infrequency of the students and some dropouts, which made to fluctuate this sample. Didactic sequence (DS) is constituted in five stages being them: 1) Diagnostic evaluation, 2) exploration of the concept, 3) lifting of Hypothesis, 4) problem solution, and 5) learning evaluation.So, we hypothesize that the use of the didactic sequence helps in the teacher-student relationship, being an efficient strategy in the development of critical thinking in the students and stimulates the creative potential with the preparation of material, or innovative strategies for teaching. The general objective was to construct didactic sequences (DS) where there is elaborating of didactic models as pedagogical strategy in the biology classes of the first year of High School and as a specific objectives we focus on the application of one of the didactic sequences in two classes of biology of the first year of High School, verification of students' learning through tests, exposition of the didactic models elaborated and creation of a primer with didactic sequences. The results were evaluated qualitatively and represented by tables, revealing a very positive impact of the didactic sequence on learning. At the end of the study it was observed that the students showed greater understanding of the concepts worked, identifying basic structures of cells, so that they were benefited by the use of didactic innovations in the classroom, contributing to the improvement in the teaching-learning process. Moreover, the didactic models were exposed in the school, for the students of the other classes. It intends to also motivate the others teachers in the dynamization of their classes allowing access to the models and the primer that was made. This study was submitted to the Brazil Platform / CEP for the purposes of field research, being approved on advice No. 2,648,847.