Uso de modelo didático e experimentos como estratégia eficaz para o ensino de biologia no contexto do ensino remoto

Abstract

In view of the content in the discipline of Biology considered to be complex or difficult to visualize, as well as the current educational scenario in force due to the COVID-19 pandemic, we highlight the importance of using diversified methodologies in the teaching of Biology, especially in a context of remote teaching. In this sense, the importance of experimental activities and the use of didactic models in Biology classes is emphasized, since these strategies make the class more attractive, pleasant and more effective for the teaching and learning process. Thus, the present study aims to report the experience of an experimental remote practical class with the aid of a didactic model representing a plasma membrane in a first year high school class, evaluating the relationship of this model with the learning of students. All stages of the research were carried out remotely. Initially, the proposal and objectives of the research were presented to the professor of the Biology discipline of the chosen Teaching Institution. After their agreement, the invitation to participate was made to the students. Initially, a pre-questionnaire (Q1) was applied with seven objective questions about the students' perception of remote classes, experimental classes, didactic models in remote classes, four entrance exam questions about the content Glicídios and four questions about the content Transport of Membrane. Then, an expository theoretical class was held using slides presented via Google Meet, addressing the content Glycides, and later a post-questionnaire (Q2) consisting of eight questions was applied, the same four objective questions of vestibular applied in Q1, with the aim of evaluating students' performance in lectures, with the addition of two objective questions in which students classified the quality of the class taught and evaluated their learning. The following day, a class related to the Membrane Transport content via Google Meet was held, using slides, a didactic model of plasma membrane and an experiment related to Osmosis, and then another post-questionnaire was applied (Q3) with the same four vestibular questions on plasma membrane applied previously to evaluate the performance of students with the didactic intervention, plus three more questions about the quality, learning and satisfaction of students with the class. We found that the application of an experiment and the use of a didactic model associated with technological resources in a Biology class in the remote context is directly related to a better performance of the students, compared to a class that did not use these tools. In view of the promising results evidenced by this study, we point out that the innovative proposal presented may come to contribute as a stimulus to the use of non-traditional teaching tools, as well as serve as a basis for carrying out other studies that relate methodological diversification to student learning in the remote teaching