A genética no ensino fundamental: o uso de uma sequência didática com alunos do nono ano de uma escola da zona rural do município de Parnarama-MA

Abstract

In the traditional teaching model, with textbooks often serving as the sole teaching tool, instruction is based on memorizing terms and concepts, with no effective learning of the content. For students to achieve meaningful learning, teaching approaches that align the content with their realities are necessary. As a departure from traditionalism, the use of active methodologies can improve the teaching-learning process by allowing students to actively participate in the construction of knowledge. This research aimed to analyze the use of a genetics teaching sequence with ninth-grade elementary school students in a rural school in the municipality of Parnarama, Maranhão. The teaching sequence was divided into five phases, encompassing theoretical and practical activities on genetics content. Data were collected through a questionnaire administered before (pre-test) and after (post-test) the use of the DS, in addition to a feedback questionnaire to assess students' perceptions of the proposed methodologies. The normalized learning gain (g) was obtained from the calculation proposed by Hake (1998), being classified as: low (g ≤ 0.30), medium (0.30 ≤ g ≥ 0.70) and high (g ≥ 0.70). The results obtained showed that the general progression of knowledge was considered average with g = 0.67. Therefore, the didactic sequence proposed in this study proved to be a viable alternative for application in the classroom, since it was carried out in a sequenced and interactive way, favoring an attractive, dynamic and fun learning.