Didactic-pedagogical strategies for the teaching-learning of genetics

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escape the students' everyday experiences are approached in an abstract way, separated from the historical and outdated context....

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Main Authors: Sara de Souza Pereira, Joyciane Santiago da Cunha, Eldianne Moreira Lima
Format: Article
Language:English
Published: Universidade Federal do Rio Grande do Sul 2020-05-01
Series:Investigações em Ensino de Ciências
Subjects:
Online Access:https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1462
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spelling doaj-3b29f3f82ca541c1bda0d3250df3941b2020-11-25T02:04:00ZengUniversidade Federal do Rio Grande do Sul Investigações em Ensino de Ciências1518-87952020-05-01251415910.22600/1518-8795.ienci2020v25n1p41569Didactic-pedagogical strategies for the teaching-learning of geneticsSara de Souza Pereira0Joyciane Santiago da Cunha1Eldianne Moreira Lima2Departamento de Ciências Naturais Centro de Ciências Sociais e Educação Universidade do Estado do Pará Tucuruí, Pará, BrasilDepartamento de Ciências Naturais Centro de Ciências Sociais e Educação Universidade do Estado do Pará Tucuruí, Pará, BrasilDepartamento de Ciências Naturais Centro de Ciências Sociais e Educação Universidade do Estado do Pará Tucuruí, Pará, BrasilStudents 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escape the students' everyday experiences are approached in an abstract way, separated from the historical and outdated context.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.https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1462aprendizadoministrarconhecimentoplanejamentometodologiabiologia
collection DOAJ
language English
format Article
sources DOAJ
author Sara de Souza Pereira
Joyciane Santiago da Cunha
Eldianne Moreira Lima
spellingShingle Sara de Souza Pereira
Joyciane Santiago da Cunha
Eldianne Moreira Lima
Didactic-pedagogical strategies for the teaching-learning of genetics
Investigações em Ensino de Ciências
aprendizado
ministrar
conhecimento
planejamento
metodologia
biologia
author_facet Sara de Souza Pereira
Joyciane Santiago da Cunha
Eldianne Moreira Lima
author_sort Sara de Souza Pereira
title Didactic-pedagogical strategies for the teaching-learning of genetics
title_short Didactic-pedagogical strategies for the teaching-learning of genetics
title_full Didactic-pedagogical strategies for the teaching-learning of genetics
title_fullStr Didactic-pedagogical strategies for the teaching-learning of genetics
title_full_unstemmed Didactic-pedagogical strategies for the teaching-learning of genetics
title_sort didactic-pedagogical strategies for the teaching-learning of genetics
publisher Universidade Federal do Rio Grande do Sul
series Investigações em Ensino de Ciências
issn 1518-8795
publishDate 2020-05-01
description 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.
topic aprendizado
ministrar
conhecimento
planejamento
metodologia
biologia
url https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1462
work_keys_str_mv AT saradesouzapereira didacticpedagogicalstrategiesfortheteachinglearningofgenetics
AT joycianesantiagodacunha didacticpedagogicalstrategiesfortheteachinglearningofgenetics
AT eldiannemoreiralima didacticpedagogicalstrategiesfortheteachinglearningofgenetics
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