Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17606
Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional

Centro: CEUNES
Telefone: (27) 3312 1563
URL do programa: http://biologia.saomateus.ufes.br/

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Navegando Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional por Autor "Andriao, Luciano Careta"

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    Protozoários no ensino médio: modelos e jogos como facilitadores no processo de ensino e aprendizagem em uma sequência didática
    (Universidade Federal do Espírito Santo, 2019-07-29) Andriao, Luciano Careta; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0000-0002-1120-6915 ; http://lattes.cnpq.br/3934652285422276; Alencar, Isabel de Conte Carvalho de; https://orcid.org/0000-0002-5808-7087; http://lattes.cnpq.br/0405928639594404; Souza, Marco Antonio Andrade de; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485
    This study aimed to develop visual and interactive didactic material for teaching Protozoa which was applied in didactic sequence as facilitating tools in the teaching-learning process. For the initial diagnosis, free evocation of words and semi-structured questionnaire were used, which showed that students (1) strongly associate protozoa with bacteria and diseases; (2) assertively associate cells, microorganisms, microscopes and unicellular cells; (3) have difficulties in differentiating prokaryotes / eukaryotes; (4) believe that they live in the human body and fresh water; (5) consider that they exist in the river of the city of ecological importance. A brainstorm instigated the students to think in an investigative way. Ten-dimensional biscuit models of free and parasitic forms were used to explore cell morphology. Interactive life cycle panels were also used for parasite forms. To the end of the sequence, the game "Face-to-face with protozoa" and the same semi structured questionnaire were applied, which demonstrated a significant increase in correct responses and correct appropriation of scientific terms. In all stages of the product, the students were engaging, dedicated and enthusiastic, especially with the models. A didactic sequence showed to represent an interactive methodological alternative that stimulated the protagonism of the student and acquired the learning of the same.