Uso de sequências didáticas investigativas como metodologia de ensino de biotecnologia no Ensino Médio

Abstract

Biotechnology is an area of knowledge that usually arouses fascination in students, topics related to DNA, genome, gene editing, vaccines, etc., are always in the media which favors the curiosity and interest of students. Although these issues are part of the students' daily lives, traditional teaching has shown little effectiveness in the construction of the concepts necessary to understand these advances and the discussions inherent to the theme. The present work sought to analyze the contribution of the use of investigative teaching sequences (ISD) as a teaching methodology for Biotechnology in High School. The research was developed in a Primary and Secondary School, located in Guarapari - ES, with 2nd year high school students from the morning shift. SDI was developed and applied on the themes: Genome, Gene Editing and Vaccines. Data collection was carried out by means of pre and post-test questionnaires, conversation circle, documentation recorded in scripts, and participant observation. The data were analyzed using a quali-quantitative approach seeking to enrich the understanding of the construction process and the analysis of the results. The SDI were positively evaluated by the students, indicating their validity in relation to the understanding of the concepts addressed and the methodologies used, which allows us to deduce that the investigative approach associated with active methodologies are excellent proposals for teaching Biotechnology. The TCM had as a final product three SDI that will serve as support for Biology teachers who wish to work with these contents through these strategies.