O ensino de genética utilizando modelos didáticos: uma proposta metodológica na formação inicial de professores

Abstract

The educational environment has diversified and recurrent needs, both in relation to a consistent and solid teacher education, as well as pedagogical activity. In relation to teaching practice, the teaching and learning process of some Genetics contents considered complex and abstract, can be a challenge for teachers. The search for innovation and development of methodologies that culminate in a qualitative learning has become a constant, both by teachers in training and by those who already work in the labor market. The use of methodologies involving didactic models and modeling can be seen as an effective resource for a more consistent teaching performance. In this perspective, the main proposal is to analyze the possibilities of using didactic models and modeling as a methodology for the teaching of Genetics. Aiming to collaborate with initial and continuing teacher training, the work involves the use of models with undergraduate students, their application as an effective teaching methodology and the suggestion of a teaching workshop on the subject. The situation investigated implies a case study according to the qualitative-quantitative approach. Data collection was performed through the application of questionnaires to undergraduate and high school students. A conversation was also held with graduates aiming to collect the impressions and evidences related to the experience of didactic - pedagogical experience developed during this research. The results were presented in the form of comparative graphs and the chi-square statistical test was applied. The conclusion of the research showed that the use of diversified methodologies can serve as a means of improving the teaching and learning process. The use of a didactic model on Genetics contents was significant for the learning process of the students and collaborated for the development of didactic-pedagogical experiences, instrumentalizing the teachers in initial formation. Some limitations related to the teaching of Genetics were also diagnosed, such as the fragmentation of contents, lack of contextualization and the use of the textbook in an uncritical way. The teaching methodology that involves the use of models and modeling has its specificities and fragilities, but stands out as a resource that can culminate in a quality learning and a more consistent teaching performance.