Estratégias dinamizadoras e suas contribuições para o ensino de biologia (micologia) no ensino médio

Abstract

The teaching of biological sciences is a challenge to all those who do education. The sheer amount of technical terms, coupled with methodologies dissociated from out of-school reality have made it a once thought-provoking discipline into something boring. Within this context are the Fungi, organisms important not only from the biological point of view, but also economic and cultural, often limited in the classroom to mycoses. In this sense, the objective was to develop, analyze and compare the use of dynamic strategies within the content of Mycology and compare them to the traditional teaching approach. The project was carried out at a full-time school in Barra do Corda- MA, with 87 students from two high school classes, divided into two groups: control, class 1 and 29 students; and test, class 2, with 56 students. In the first moment, a previous questionnaire was applied with both groups to evaluate their knowledge in mycology acquired in previous moments of the school trajectory. Then, the control and test groups had the same traditional classes using slides to approach the fungal content. Then, only the test group had access to the dynamizing strategies, which consisted of the construction of didactic models of fungi, the game "Fungic Deck" and practical classes. Finally, again both groups answered a questionnaire similar to the initial one to evaluate the gains in the assimilation of the contents. The questionnaires then served as a parameter to compare the gains when students are submitted to traditional classes, and to traditional classes added to the dynamizing strategies. The results were then analyzed according to the t test (p <0.05) and the normalized learning gain (g) by the Hake equation. The results of the previous questionnaire showed a low percentage of correct answers in all questions in both classes, with an average correct answer of 30.11% in the test group, which can attest a disconnection by students between the contents already worked in the 1st. high school grade and what was addressed in the issues, as basic knowledge of cell organization, energy metabolism, and ecology were previously seen. After applying the dynamizing strategies, the test group obtained an average of 35% correct answers. The control group showed an average hit percentage of 23% in the previous questionnaire, lower than the one presented by the control group. However, the result in the post-test questionnaire shows an average hit value of 53%, which attests to the efficiency of the use of the driving strategies. Hake's methodology certified the best assimilation of mycology contents when using dynamic strategies when compared to non-use, since the test class obtained a grade of 0.4, which shows according to Hake's classification an average assimilation gain. Therefore, it can be seen that the use of dynamizing strategies facilitated the learning of mycology content for students of the second grade of high school compared to the traditional lectured dialogues.