Uso de modelos didáticos como ferramentas auxiliares para trabalhar o conteúdo alterações cromossômicas no Ensino Médio

Abstract

This study aims to evaluate the use of didactic models as auxiliary tools related to the content of chromosomal alterations in high school education. The target audience of the research consisted of second-year high school students from a Federal Institution of education located in Uruçuí-PI. The participants responded to Questionnaire One (Q1), which contained questions designed to gauge perceptions related to the use of didactic models and the teaching of genetics, as well as questions from Brazilian college entrance exams to assess the learning outcomes for the proposed class. Following the administration of Q1, an expository class was conducted using didactic models related to the content of chromosomal alterations. After the class, Questionnaire Two (Q2) was administered, containing the same college entrance exam questions as Q1, along with questions aimed at understanding the students' perceptions of the proposed practical class. The results of this research indicated an underutilization of didactic models in the teaching of biology. Additionally, it was observed that most participants did not consider genetics to be an easily understandable subject, with the presence of calculations being the main difficulty associated with its learning. Finally, the implementation of didactic models not only facilitated the visualization and application of theoretical concepts but also promoted more active and engaging learning