EDUCAR GENÉTICA: INSTRUMENTOS DIDÁTICOS PARA A FORMAÇÃO DOCENTE E O ENSINO DAS LEIS DE MENDEL

Abstract

Due to the rapid and growing spread of scientific and technological knowledge, it is necessary to promote dynamic updates of teaching to ensure that students have mastery of certain contents in the disciplines of Biological Sciences. Mendelian heritages are, until our days, knowledge base in this area and, to reconcile the teaching of Mendel's Laws, it is necessary methodological strategies within the basic education that can serve as an incentive to arouse the students attention, helping them in the learning process. This paper aims to describe the elaboration of a didactic game as a proposal of Genetics teaching, analyzing the contributions for the learning of high school students and for the teacher training of the Teachers Initiation Program PIBID. The “Memory Game: Innovation for the Study of Mendel's Laws” was developed by undergraduates in the Biological Sciences of the PIBID and applied to students of the 3rd year of the Integrated Technical Education at the Federal Institute of Piauí, Central Teresina Campus. The game consists of a deck of 20 cards, divided into matching card pairs and an instruction board. Students were given questionnaires, a pretest to gain prior knowledge about the content, and a posttest to assess the effectiveness of the proposal in learning the content. Sixty-eight students with ages ranging from 16 to 19 years participated in the pre-test. The post-test was performed with 34 student volunteers who participated in the game. The effectiveness of the use of the teaching methodology and its contributions in the students' learning was evidenced, besides demonstrating that the elaboration and the development of this didactic proposal could help and contribute to the teacher formation of the future scholarship teachers of the Teaching Initiation Program. There was a clear demonstration that through the “Memory Game: Innovation for the Study of Mendel's Laws” students increased their interest in the content of genetics, making them effective and dynamic participants in the process, enhancing and improving learning. However, the scholarship holders of the Teaching Initiation Program were able to experience the teaching practice where the proposal contributed significantly to the teacher education of these future teachers.