Aprendizagem da determinação e compatibilidade nas transfusões do sistema ABO e fator RH de grupos sanguíneos por meio de um kit didático

Abstract

This work is a result of experience as a teacher in high school. It is a subject of genetics taught basically with an expository class and whose limitation was found in the contents based only on the adopted textbooks. The change in the way the content was approached in genetics classes was evident. Mainly basic contents that involve daily actions, such as human blood typing involving ABO and Rh factor systems. The contribution to the individual's learning goes through having access to knowledge and how to be able to appropriate it. This work has as general objective analysis as contributions of the use of didactic resources for the understanding of the determination and compatibility in transfusions of the ABO system and Rh factor of blood groups, by students of the third grade of High School, in the light of the Theory of Meaningful Learning. A survey was conducted in November 2018, at a public school in the state of Alagoas, in the city of Piranhas, and participants at 59 students from two classes in the third grade of high school in the morning shift. The first moment of the research had as objective to analyze the students' conceptions about the theme Blood, ABO System, Rh factor of human blood groups. Therefore, as a tool for data collection, a questionnaire was sent containing eight subjective questions. In the second moment, a dialogical expository class was held, with the presentation of the didactic resource kit designed with the objective of mobilizing the students' knowledge about the teaching of the ABO System and Rh Factor, enabling the understanding of the biological process in question. The participants’ learning investigation was carried out, using a didactic kit of the knowledge built by the students during this process by applying a questionnaire with five subjective questions, as an instrument for data collection. The methodology used for action research. The results were obtained qualitatively represented by tables and reveal a positive impact of the use of didactic models in learning, as these enabled the teacher to take advantage of the three activities that modeling allows: exploration, expression and questioning.