O ensino de zoologia por investigação e suas contribuições para a aprendizagem no ensino médio: uma revisão bibliográfica

Abstract

Teaching Zoology allows the teacher to work on different teaching strategies in order to provide students with meaningful learning. Therefore, students, when exposed to challenging problems, can develop their investigative skills using reasoning, reflection, error correction, research and data interpretation. Therefore, it is in this vein that the following problem of this research arises: “does research-based teaching contribute positively to the teaching and learning of zoology in high school?”, whose general objective is to investigate the contribution of research-based Biology teaching, to improving Zoology learning in high school. This research is a bibliographical survey, of a qualitative nature, carried out from selected periodicals and databases. Google Scholar, Capes and Scielo were selected as the main data platforms. Initially, it was possible to notice a lack of publications relating to research-based teaching in Zoology learning. From the survey carried out, in general, the possibility of different ways of applying research-based teaching became evident. In all research, the objectives were clear, aiming to go beyond the oral exposition of the content, integrating evolutionary aspects in the grouping of all living beings observed by the students and making them awaken relevant and essential cognitive skills in scientific investigation processes. As a result, based on the objectives launched, it was found that research-based teaching contributes positively to scientific literacy and student learning.