Adaptação de abordagem investigativa ao modelo do ensino explícito para aula sobre fluxo da informação genética no ensino médio

Abstract

Making Biology Teaching interesting and meaningful for high school students is a constant challenge for teachers. The search for effective methodological approaches and strategies must consider factors that have been proven to promote scientific literacy (SL) and favor significant learning for students. The Investigative Teaching Sequences (ITS) have been shown to be capable of boosting scientific literacy, whose pedagogical intent seeks to encourage students to reflect and be the protagonist of their learning. Several meta-analysis and mega-analysis studies have also shown that the so-called “teacher factor” is the one that has the greatest impact on students' school performance, opening perspectives for new teaching strategies that enhance the teacher's role. Based on the assumption that the teacher is the one who defines the didactic resources and the strategies that will be adopted in the classroom, there is a need to search for cognitive procedures that enhance the construction of knowledge. The pedagogical approach of Explicit Teaching was developed to maximize learning through a structure of three sequenced and integrated steps: modeling, guided practice and autonomous practice. The present study aimed to adapt an investigative approach to the Explicit Teaching model for Biology classes and to evaluate its application in the classroom. For this, we selected the theme “Flow of Genetic Information”, regularly addressed in high school. Initially, an exegetical analysis was performed to identify the primary and derived concepts and to build a hierarchical conceptual map. The best lesson strategy was defined based on simulated activities that allowed the dialectical confrontation between the theoretical foundations of Explicit Teaching applied to Biology and teaching practice. The strategy was applied to groups of high school students at the Aristheu de Andrade State School - Colônia Leopoldina / AL. The classes were randomly selected to receive classes based on Explicit Teaching integrated with investigative activities (experimental group, n = 50) or conventional methodology (control group, n = 45). A qualitative and quantitative analysis of the students' performance results was performed, the average score on the tests was compared between the experimental and control groups using Student's t test. The results of the study, reinforce the idea that the use of Explicit Teaching associated with na investigative approach enhances students' school performance for subjects of the discipline considered complex and difficult to assimilate. As an educational product, a didactic booklet was produced with the lesson plan and script for the teachers, aiming to contribute to the improvement and appropriation of new teaching and learning approaches.