Uma proposta de sequência didática investigativa de biologia celular com elaboração de charges no ensino médio

Abstract

Science Teaching is currently seen as a primordial process for the construction of scientific knowledge. In this way, teaching Science is to provoke the student, it is to bring up discussions and reflections on concepts essential to the construction of knowledge. Research-based teaching aims to promote more dynamic and effective teaching by providing ways for the student to systematize prior knowledge of new concepts, enabling them to be protagonists in their teaching and learning process. Thus, the main objective of this research was to analyze the production of cartoons about the morphology and physiology of the eukaryotic cell, based on the elaboration and application of an Investigative Teaching Sequence (SEI) as a facilitating resource in the learning process about cytology contents in 1st Series of High School. With an exploratory methodological design of a quantitative and qualitative nature, we sought to promote an interactive space, allowing students to dialogue, present concepts and arguments about cell biology. To obtain the data, the interaction and protagonism of the students were considered during the carrying out of the activities and production of the cartoons, reports, photographic records made by the students and the application of the questionnaire. The results were satisfactory, the students demonstrated that they had prior knowledge on the topic, while developing SEI activities, they strengthened the concepts with confidence and autonomy in an interactive way, favoring critical and creative learning. It is concluded, therefore, that the methodological strategy used in this research contributes to improving the acquisition of knowledge and facilitating the teaching and learning process of students about cell biology, especially about organelles, their functions and importance for cellular metabolism.