Percepção de docentes de biologia relacionadas ao "sistema ABO" e elaboração de modelo didático como ferramenta para o ensino-aprendizagem desse conteúdo em genética

Abstract

The teaching of genetics often demonstrates a difficult understanding on the part of the students, because for it to understand it, an interdisciplinary understanding of Cell Biology and probability is necessary. Within Genetics, the study related to blood proteins or ABO system stands out, this being a key concept in the area for high school students. In studying the content of the ABO system, many teachers resort to laboratory classes related to blood typing. However, often teachers of basic education do not have access to these materials or laboratories, requiring the search for other means to build this knowledge. In this perspective, this article aimed to know the perceptions of students in relation to genetics as a whole and specifically to the ABO System content, as well as enabling a didactic tool to better work on this content in the classroom. Contact with teachers takes place through the exchange of messages (via WhatsApp); During the conversation, the project was presented to participants who agreed to a Free and Informed Consent Form and completed a semi-structured online form (via Google Forms), made available through a link (via WhatsApp). The work in question also proposes to build a didactic model related to the ABO system in order to facilitate the process of teaching and learning this content. Given the above, 26 teachers participated in the study and in the responses, it was observed that most teachers during their graduation indicated that the content of genetics was worked inappropriately and did not contribute much to their training. They also claimed that the calculations related to the difficulty in mathematics are the main difficulty in teaching genetics. Regarding the ABO system, the vast majority of teachers like to teach the content, and this difficulty is related to the lack of didactic materials for teaching this content. Finally, most documents approved the didactic model made during the research, and declared interest in using this model, stating that it contributes to the teaching-learning process of students. From this, it is concluded that although the teachers like the content, there are difficulties in the teaching-learning process of the ABO system as well as the need for other methods for teaching genetics