Atividades investigativas no ensino dos temas/conteúdos de biologia: genética, evolução e ecologia

Abstract

The present work seeks to research active methodological strategies that can contribute to Meaningful Learning (ML) of Genetics, Evolution and Ecology, predominant themes in the curriculum of the third grade of the Biology discipline in high schools (HS). In this way, it deals with the student's previous ideas, which must interrelate with the content to be taught, providing them with the reorganization of their cognitive structure, generating new concepts. The research will be supported by studies and facilitating principles addressed in the Theory of Meaningful Learning (TML), supported by different authors, in addition to its creator, David Ausubel. The objective of this study is to analyze methodological strategies that can contribute to ML in Biology, in order to consider the development of autonomy and the construction of scientific knowledge by students of the third grade of HS from an educational intervention supported by active methodologies. The results of the qualiquantitative analysis of the research indicated that the attitudinal actions of the teacher (mediation) and of the students (way of learning by reflecting and acting in the elaboration of hypotheses) evidenced the mobilization of competences in the application and resolution of investigative activities. The verification of the student's previous conceptions offered conditions for the emergence of their discursive interactions, based on the use of evidence and explanations to justify conclusions and build new knowledge. Therefore, the categorizations used (attitudinal and procedural learning and Toulmin's model) facilitated the visualization of the epistemic movements developed in the investigative process and the verification of conceptual, procedural and attitudinal learning in a remote teaching context.