USO DE METODOLOGIAS ATIVAS EM UMA SEQUÊNCIA DIDÁTICA DE GENÉTICA

Abstract

This study aimed to evaluate the use of active methodologies in promoting the learning of Genetics content. For this purpose, a didactic sequence (DS) using active methods was implemented from August to October 2021 in 2 classes of the third year of high school at a Full-Time State School in Alta Floresta do Oeste, Rondônia, Brazil. The validation of the DS was performed through the application of two tests, initial diagnostic and final, to the students. In addition to this assessment, the didactic sequence was sent to Biology teachers for evaluation of content adequacy, structure, tools, methodology, timing, and contextualization. The average grades of the students in the diagnostic assessment were 2.9 for 3rd year A and 2.1 for 3rd year B. In the final assessment, the average grades were 6.1 and 7.4 for classes A and B, respectively. The comparison test of the averages found a significant difference between the students' performance in the diagnostic test and final test in both classes. A total of 11 teachers positively evaluated the activities, indicating that the DS is applicable and efficient for teaching Genetics. Therefore, the use of active methodologies as a teaching strategy in the planning of classes in the Genetics Didactic Sequence promoted learning, as students had a better performance after the application of the DS and Biology teachers consider the DS applicable and efficient.