Desafios e potencialidades dos modelos didáticos no ensino de Ciências e Biologia

Abstract

This paper discusses the importance of didactic models as essential tools for mediating scientific concepts, especially when addressing complex and often abstract phenomena. In recent decades, the advancement of science and the rapid technological development have led to significant changes in the physical and social environment, directly impacting interpersonal relationships. These transformations also prompt reflections on existing conceptions about human beings, contemporary society, and the educational field. In this context, the research aimed to answer the following guiding question: what are the challenges and potentialities of using didactic models in Science and Biology classes? The main objective was to investigate, through the analysis of academic productions, how these models contribute to student learning and teaching practice. Among the specific objectives, the following stand out: to analyze, through literature, methodologies and practices related to the production of didactic models in the teaching of Science and Biology; to reflect on the pedagogical possibilities that didactic models offer in didactic transposition; to understand how the development and application of these resources can contribute to teaching practice. The study adopted a qualitative approach, with a bibliographic character, through literature review and theoretical analysis on the topic. Scientific papers published in the proceedings of the National Meeting on Biology Teaching and the National Meeting on Research in Science Education were considered. After applying selection criteria and reading the titles of the works found, six papers were analyzed in depth. The results revealed a variety of didactic models used in Science and Biology classes, with emphasis on those made of biscuit and modeling clay, widely applied in the teaching of topics such as Cytology, Mycology, and Botany. These resources, by combining visual and tactile elements, promote more meaningful knowledge construction and foster greater student engagement. It is concluded that didactic models represent a valuable strategy for making teaching more accessible and dynamic, contributing to the overcoming of conceptual difficulties and the development of cognitive skills. In addition, they stimulate teacher creativity and active student participation in the learning process. It is hoped that the findings of this research will encourage reflection on pedagogical practices and promote the adoption of more innovative and effective approaches in the teaching of Science and Biology.