A genética do ensino médio na perspectiva discente: um estudo de caso no município de Uruçuí-PI

Abstract

The Biology subject comprises several areas, which together study life in its different contexts. By approaching heredity, ethics and gene manipulation, Genetics has shown itself to be an important curricular component, and it is considered difficult by most students, who frequently obtain a limited learning of this important area. Therefore, this article aims to explore the perspectives and difficulties of High School graduates of the public-school system of Uruçuí, Piaui, Brazil, in relation to contentes of the Genetics subject. In order to achieve the objectives of this study, a research was carried out through a qualitative approach with third-year classes of public schools of the aforementioned municipality that provide High School education. The participation in this study was limited to students who had been previously exposed to genetics-related topics at their respective schools, with a total participation of 32 students. All participating students agreed with the Term of Free and Informed Consent. The data collection took place through questionnaires by using the google forms platform. On their answers, most student affirmed to have difficulties with genetics-related topics, with math calculations standing out as the main one. The respondents also affirmed that they do not participate at ludic activities, although they are considered to be tools that enables a better learning. In conclusion, it is necessary to rethink the methodologies used to teach genetics-related topics in order to provide students with an effective learning. It is also sought that the results presented in this paper serve as a diagnosis for educational proposals aimed at the improvement of the teaching-learning process of different Biology-related subjects, with emphasis in genetics contentes