O uso de modelos didáticos como facilitador de aprendizagem no ensino biologia na percepção docentes das escolas estaduais Valença do Piauí

Abstract

ABSTRACT This study analyzes the perceptions of Biology teachers from the state school system of Valença do Piauí regarding the use of didactic models as a methodological resource in the teaching-learning process. The main objective was to investigate how these materials contribute to the understanding of biological concepts, promoting more interactive, engaging, and meaningful lessons. The research is characterized as qualitative and descriptive in nature and was conducted through the application of a semi-structured questionnaire to seven high school teachers. The collected data were organized and analyzed based on five categories, using content analysis techniques to identify patterns, challenges, and potentialities associated with the use of these resources. The results showed that, although most schools do not provide ready-made models, teachers recognize their importance and often create them, sometimes with student participation. It was observed that the most commonly used models are physical and conceptual ones, especially applied in subjects such as anatomy, physiology, and cytology. The responses indicate that these tools promote active learning, stimulate curiosity, foster creativity, and make classes more dynamic. The most frequently mentioned difficulties were the lack of materials and limited time for planning and carrying out the activities. It is concluded that didactic models are effective tools for making teaching more accessible, contextualized, and aligned with contemporary pedagogical needs.

Keywords: didactic models; biology teaching; learning; pedagogical practice; active teaching.