Aracnídeos: uma teia de possibilidades no ensino de artrópodes em biologia

Abstract

The current teacher should seek to be a facilitator to the students in the construction of knowledge, using multiple mechanisms that promote the teaching and learning process. When it comes to teaching Biology, with such a large number of contents, one of the challenges for this function is to try to combine two fundamental precepts that are sometimes even dichotomous: insufficient workload and use of different pedagogical proposals. In addition, one of the most common features of high schools is the diminishing interest of many students in classes that employ traditional methodologies where they only receive the information promptly. Given this scenario, the present work, which was an action research, analyzed the effectiveness of differentiated teaching methodologies using the theme arachnids, with emphasis on spiders and scorpions, involving the construction of didactic models, production of games, drawings, materials. audiovisuals and parody, so as to arouse the interest of students of the 2nd year of high school of a public school in the city of Timon (MA). The work was developed with two classes, one class A, where the content was taught in a traditional way, through lectures, and one class B, in which the differentiated pedagogical methodologies were developed. Both classes were subjected to pre-and post-class questionnaires, as well as oral records, notes and arguments regarding the methodologies used throughout the project execution. Finally, a discursive description and analysis of all the data obtained was presented, showing that the use of differentiated teaching methodologies provided a significantly higher level of learning when compared to the traditional methodology, as well as increased interest and participation in classes. Faults and possible solutions that could contribute to the improvement of the teaching and learning process not only of the worked theme or even of Biology were also discussed.