A fábrica como uma grande célula: usando analogias para o ensino de biologia celularA fábrica como uma grande célula: usando analogias para o ensino de biologia celular
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Data
2020-10-22
Autores
Perim, Samyra Cardozo Santos
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Universidade Federal do Espírito Santo
Resumo
To work on Cell Biology, immersed in the microscopic universe, it is necessary to use methodologies that provide an affective understanding and, consequently, a meaningful learning. The present work aimed to use teaching by investigation, analogy and playfulness to develop a didactic sequence, involving the student's role, visiting a factory, for building factory / cell relationships and using them to understand the content and elaborate games. The research was developed with students of the 1st year of High School and the data collection took place through theoretical and methodological questionnaires, analysis of textual production and participant observation. The results showed positively the use of analogy as a resource for the content explored. Encouraging investigative action through the use of non-formal teaching space favored the student's active participation in the search for relationships and made teaching more attractive and meaningful. As for the construction of games, based on the factory / cell analogy, the method provided students with the consolidation of concepts in moments of sociability, reasoning and imagination. In addition, the entire didactic sequence was very well evaluated by the students, indicating its effectiveness as a teaching tool. The didactic guide 'A FACTORY CALLED CELL' represents the product of this investigative work and was developed in digital format. The guide is aimed at teachers who intend to reproduce the didactic sequence and contains a brief theoretical foundation, the detailing of the didactic sequence with suggestions and alternatives for driving and the proposal of a game (for both printed and digital versions)
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Ensino por investigação , Metodologias ativas , Espaços não formais , Jogos didáticos , Research teaching , Active methodologies , Non-formal spaces , Educational games