Utilização do método Aprendizagem Baseada Em Problemas (ABP) como ferramenta didática para a discussão do conteúdo Sistema ABO no Ensino Médio

Abstract

Biology stands as a fundamental discipline in secondary education, aiming to foster an understanding of life in all its dimensions. Within this field, genetics has emerged as a pivotal area, responsible for the transmission of hereditary traits, which has gained prominence due to advances in biotechnology. Despite its significance, students often perceive genetics as a highly challenging subject, predominantly taught through traditional methods. This study evaluated the applicability and efficacy of Problem-Based Learning (PBL) as a didactic tool for teaching the ABO blood group system in secondary education. The research adopted an applied,exploratory approach with a qualitative-quantitative methodology, combining statistical analysis with participant perceptions. The study focused on ABO system instruction due to its relevance to human health and documented learning difficulties, aligning with the competencies outlined in the National Common Curricular Base (BNCC, Brazil). The target group consisted of third-year high school students from a public school in Uruçuí, Piauí, who participated under informed consent. The PBL methodology was employed to promote contextualized learning and student autonomy, involving group activities and case-study analysis. Data were collected through pre- and post-intervention questionnaires (Q1 and Q2) and audio-recorded classroom interactions, analyzed both quantitatively (tabular and graphical representation) and qualitatively (content analysis with participant anonymity preserved). The implementation of PBL demonstrated a positive impact on student engagement and contextualized comprehension of genetic concepts, effectively bridging theory and practice while fostering active learning. Results indicated improvements in conceptual mastery and argumentation which are essential for critical and autonomous education. In conclusion, PBL proved to be an effective didactic strategy for teaching complex topics such as the ABO system, recommending its integration into pedagogical planning as an alternative to traditional methods, in accordance with the BNCC guidelines. Further adoption of PBL in science education is encouraged to enhance meaningful learning while maintaining low implementation costs and high adaptability