KIT ZOOPLÂNCTON: DESENVOLVIMENTO E UTILIZAÇÃO COMO FERRAMENTA PRÁTICA NO ENSINO SOBRE TEIA ALIMENTAR AQUÁTICA NO NÍVEL BÁSICO DE ENSINO.

Abstract

Practical activities in science education provide students with more meaningful learning, but deficiencies in basic education can be observed in applying these activities. Thus, the present article aims to demonstrate the development of an educational material for visualization of planktonic fauna and its application in 6th grade elementary school classes, aiming to facilitate the understanding of the food chain content, through the combination of theory with practice. The activity was developed in three stages: elaboration of the pedagogical kit using low cost materials; delivery of the material to the teacher of the classes to perform the field class in a reservoir located near the school, being later observed the collected organisms; application of two questionnaires to students, before and after the activity, which contained questions related to the content studied and their opinion about the practical class, along with a questionnaire applied by the teacher, to verify the efficiency of the constructed material. During the practical class, the students were anxious, curious and excited, so after analyzing the answers obtained with the questionnaires it was clear that the realization of the practical activity had a positive effect in the learning process, emerging as a complement to what was taught in the classroom. It’s worthy pointing out that 88% of the students reported having enjoyed the practical class more than the theoretical one. Analyzing the answers obtained with the questionnaire by the teacher, it was possible to observe its approval in light to the constructed material, which contributed to the teaching of the content. The teacher also commented that she would use the kit in another school she teaches. Thus, it is possible to conclude that the pedagogical kit that was elaborated proved to be an excellent facilitator for students' learning, which effectively complemented the theoretical class, making constructivist and meaningful learning, thus improving the process of learning as well as the teaching-learning.