Análise do conhecimento e abordagem pedagógica sobre a teoria da evolução de estudantes concludentes do Ensino médio e professores em Maceió-Alagoas

Abstract

The theory of evolution was proposed by Darwin (1809-1882) in 1859, with contributions from Alfred Wallace (1823-1913), revolutionizing scientific thought and providing explanations for the mechanisms through which life as we know it has evolved, including concepts such as ancestry, descent, and modification. The theory of evolution holds significant importance in the field of biology. When a proper understanding of the knowledge contextualizing this topic is built, it can enhance the promotion of science among students and, through them, to society, contributing to scientific literacy and expanding students' critical thinking abilities. In light of this, this research aimed to understand the knowledge and interpretation of the theory of biological evolution among participants who completed high school in Maceió, Alagoas, in 2023, as well as to assess the methods used by teachers to teach these topics. This study employed an extensive cross-sectional direct observation approach through the application of a digital questionnaire (via Google Forms) containing 20 (twenty) questions, including both open-ended and closed-ended questions about the topic of biological evolution, designed separately for each group—students and teachers. The data were analyzed using a qualitative-quantitative approach. The findings revealed that students understand the importance of the topic, believe in the theory of evolution, and are able to list evidence supporting it. However, it was also noted that the topic is not addressed with the frequency and centrality it deserves, according to the students, highlighting the superficiality with which the topic was taught. Additionally, challenges were observed in the learning process, especially regarding specific concepts such as natural selection. Teachers include the content in their lesson plans, and most believe they have received adequate training to teach it. Teachers also agree that the topic is central and could be associated with other subjects across different years of basic education, considering high school appropriate for teaching the theory of evolution. Nevertheless, the study found that the teaching process lacks the application of diverse methodologies to address the difficulties reported by students, helping them develop critical thinking skills and value scientific knowledge for the benefit of society.