Aprendizagem significativa com o uso de experimentos alternativos em aulas de Biologia

Abstract

The history of Natural Science is intrinsically related to the process of human evolution, since the first men idealized, for example, hunting, harvesting and fire production techniques. Over time, important philosophers of science emerged who dedicated themselves to making observations about nature in order to understand existing phenomena, and thus came to exist the Science of nature as it is known today. In the educational scope, the teaching of Natural Science was inserted due to the need of society and to understand what was happening around it. Within this perspective, it is pointed out that traditional teaching is the methodology currently most used in face-to-face schools, this method does not allow the student to manifest and think critically. The Meaningful Learning Theory (TAS) emerges as an alternative when seeking to connect the knowledge to be learned with the student's prior knowledge. Inquiry- Based Learning (ABI) also seeks to mobilize learners to be active in the construction/deconstruction/reconstruction of their knowledge. This work seeks to demonstrate the importance of introducing experiments in Biology classes linked to active learning theory and methodology. The target audience of the study were first grade high school students, during biology classes that take place twice a week, with 50 minutes each. The place of study was Colégio Est. Irio Oliveira Souza, located in the municipality of São Sebastião do Tocantins. The execution of this work took place in four stages, namely: diagnostic evaluation (pre-test), theoretical class on the chosen themes, experiments, intervention activity and evaluation of acquired knowledge (post-test). The students who participated in the study were divided into two groups, control (GC) and treatment (TG), the GC participated in classes using alternative experiments, similarly, the TG participated in carrying out alternative experiments, however, the experiments were constructed based on the theory of meaningful learning and investigation-based learning, focusing on didactic sequences that seek to take into account the student's cognitive development, through problem solving and that also provide for the construction and learning of concepts and models accepted as correct by the scientific community. To assemble the pre-test and post-test that were applied, Bloom's Taxonomy Revised was used. To statistically compare the mean differences of the responses “before” (control and treatment groups) and “after” (control and treatment groups) of the intervention, the paired “t” parametric test was used, adopting the value of p < 0, 05 as significant. After analyzing the results, it was possible to observe the significant effects on learning in the teaching of biology in the treatment group, based on the statistical results, which identified that at the beginning of the research the groups had a similar level of knowledge and that in the post-test a high level of knowledge was observed. significance (p< 0.0001) for the use of experimental methodologies linked to the theory of meaningful learning and inquiry-based learning.