Banca de DEFESA: RAQUEL PLASTER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RAQUEL PLASTER
DATE: 15/08/2022
TIME: 09:00
LOCAL: Campus de Rolim de Moura
TITLE:

USE OF ACTIVE TEACHING METHODOLOGIES IN A TEACHING SEQUENCE OF MENDELIAN GENETICS

KEY WORDS:

Problem-based learning. Hybrid teaching. Teaching of Natural Sciences. 

PAGES: 95
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The concepts of genetics in general are considered by students to be difficult to understand because they deal with abstract issues, such as genes and alleles, and because they involve probability calculations. One of the alternatives to facilitate the assimilation of genetics content by students is the use gamification and practical activities, which are considered active teaching methodologies. Given the above, the present study aims to evaluate the efficiency of active teaching methodologies through the application and validation of a didactic sequence (SD), which is a sequence of planned classes, in 2 classes of the third year of high school, in a state school in the Zona da Mata region of Rondônia. Data collection was carried out from August to October 2021. To assess the efficiency of classes planned using active teaching methodologies on Mendelian genetics content, the didactic sequence was validated through application in 2 classes of the network state. At the beginning of the study, the socioeconomic profile of the students was evaluated through the application of a socioeconomic questionnaire. To verify the previous knowledge about the Mendelian genetics content, a diagnostic evaluation was carried out with the students of each class and, at the end of the study, a second evaluation was carried out in order to compare whether the didactic sequence contributed to increase the assimilation of the content. In addition to this assessment, the didactic sequence was sent to biology teachers to evaluate the structure, content and applicability. Data from the students' socioeconomic profile were analyzed using descriptive statistics and the comparison of student scores in the diagnostic test and final test was performed using a paired t test. A total of 51 students participated in the study. The ages of the students ranged from 15 to 19 years old, all of them had access to the internet and devices to follow the remote classes. The average value of the students' grades in the diagnostic evaluation were: 2.9 for the 3rd year "A" and 2.1 for the 3rd year "B", while in the final evaluation, the average values of the notes were 6.1 and 7.4 for classes A and B, respectively. The means comparison test found that there was a significant difference between the students' performance in the diagnostic test and the final test in the two classes. A total of 11 teachers evaluated positively, indicating that the SD is applicable and efficient for teaching Mendelian genetics. It can be concluded that the use of active methodologies as a teaching strategy in the Mendelian Genetics Didactic Sequence promoted learning, since students had a better performance after the application of SD and Biology teachers consider SD applicable and efficient.

BANKING MEMBERS:
Interna - 2713577 - LUDIMILLA RONQUI
Interna - 2279404 - KACHIA HEDENY TECHIO
Externa ao Programa - 1303572 - PATRICIA SOARES DE MARIA DE MEDEIROS - UNIRExterna ao Programa - 2283698 - ELAINE ALMEIDA DELARMELINDA - UNIRExterna à Instituição - LUZIA DA SILVA LOURENÇO - UNESP
Externo à Instituição - ROGÉRIO CONCEIÇÃO LIMA DOS SANTOS - UFMT