| Summary: | Students have difficulty in the process of scientific literacy in the field of genetics because the considerable amount of technical-scientific terms that completely escape the students' everyday experiences are approached in an abstract way, separated from the historical and outdated context. Thus, our objective was to test a set of didactic-pedagogical strategies per taught class that facilitated the teaching-learning process of the main contents of Genetics, with the use of expositive-dialogical, practical and experimental classes, audiovisual resources, didactic games and models. We evaluate students' learning through their performance by answering semi-structured questionnaires applied before and after each class. In general, the classes achieved significant results, especially the classes in relation to the “ABO System and Rh Factor” and “Chromosomal Syndromes”. However, lessons on “Introduction to the Basic Concepts of Genetics” and “Mendel's Laws” can be improved by suggesting other strategies that have been discussed. Thus, we can conclude that it is necessary for teachers to use alternative didactic-pedagogical strategies according to the content taught in an attempt to make them easier and simpler for the students to understand, and it is not necessary exclusively to use laboratory for practical and experimental classes for teaching and learning genetics.
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