A nova sala de aula e ciências evolutivas: o que teriam as metodologias ativas a nos contar?

Abstract

It is known that the concepts related to biological evolution are well understood today and that it constitutes a central element of Biology. However, studies still reveal the pertinence of difficulties when teaching biological evolution in a traditional way in a new remote teaching scenario experienced by education, which demonstrated the need for basic education teachers to develop didactic strategies that provide the protagonism of the student and that the lead to associate content to everyday life. Therefore, the active method is differentiated by placing the student at the center of educational actions with the idea of knowledge built in a collaborative way, valuing their experiences, knowledge, opinions and autonomy. Thus, the present work aims to assess whether active methodologies, such as "Kahoot" and "Inverted classroom", aimed at meaningful learning of scientific knowledge, may or may not show differences in the performance of students from Integrated High School to Technical from the Federal Institute of Piauí (IFPI) / Teresina Central Campus, in the city of Teresina, as well as highlighting the relevance of active methodologies for students in this new education scenario (Pandemic COVID-19). The research was developed according to the organization of Remote education, established school calendar and the didactic sequence of the professor of the discipline of Biology. Traditional classes, and classes with the use of Kahoot and inverted Classroom took place in two independent moments in an interval of fifteen days, in the period between October and November 2020, with 90 participating students. Both active methodologies were developed independently, as well as the investigative instruments, assessments 1 and 2, which consisted of a comparative analysis between one group and another in the same assessment through statistical inferences. For the qualitative analysis, a questionnaire was used as an investigative instrument, based on a Likert scale and an open question for students' opinions on the perception of Kahoot and the inverted classroom, applied to the students. The results showed a significant difference in the students' performances in understanding about biological evolution, but only in the experimental group that participated in Kahoot. It also showed that the two active methodologies used were well accepted by the students.