O uso, a leitura e a interpretação de imagens como estratégia de ensino-aprendizagem na biologia

Abstract

The study of Biology in high school presents many difficulties in the assimilation of concepts, laws and theories on the part of students, especially in public schools, taking into account as they arrive, at this stage of primary education, with many difficulties in learning. In addition, this curricular component has its own vocabulary that creates obstacles to your understanding. Therefore, using teaching strategies that stimulate learning, solidify the construction of knowledge, and allow students to be protagonists of the production and absorption of technicalscientific knowledge becomes vital for the construction of citizens able to interfere in society, in the search for a better quality of life for everyone. The present work aims to show their importance of the use of reading and Interpretation of Images in the understanding of biological concepts involved in the theme Cellular Respiration for 1st year students of High School at State School Theotônio Vilela Brandão in Maceió-Alagoas. The present research involved the application of practical activities, reading and interpretation of images as a teaching-learning strategy, inserting visual literacy as a bridge between verbal and nonverbal language. An approach was used interactionist and investigative nature through the application of a didactic sequence, in order to contribute to a better understanding of a theme that is characterized by abstract and difficult to understand of the phases of cellular respiration and its connection to socalled pulmonary respiration. The research has shown that using visual literacy and investigative teaching can provide the correct conceptual understanding that breathing is to produce chemical energy and the respiratory and digestive systems are the initial steps of the process.