O ensino de DNA por uma UEPS mediada por tecnologias digitais e contextualizada com a biologia forense

Abstract

Current demands indicate the need for changes in the educational context, especially when it comes to teaching Biology, requiring diverse and attractive strategies to facilitate learning in a meaningful way. Teaching modern genetics, especially DNA content, presents many challenges, such as the complexity and high level of abstraction of the content, and also the difficulty of relating different concepts to everyday phenomena. Given this, the question of this research was how can a UEPS contribute to the teaching of DNA from a forensic science scenario through digital technological resources? Therefore, the objective of this study was to evaluate the contributions of a didactic sequence organized under the lights of a Potentially Significant Teaching Unit (UEPS) for teaching DNA content, contextualized through Forensic Genetics with the aid of technologies for students of the high school. This research was carried out with a third-year high school class from a full-time school, in the municipality of Espigão do Oeste - RO. Based on the premise that the student needs to be willing to learn and also that the material needs to be an enabler for meaningful learning to occur, this study is based on David Paul Ausubel's Theory of Meaningful Learning. With this, a didactic sequence was created, following the steps listed by Marco Antônio Moreira, to address DNA content and contextualized with forensic science, in order to make teaching attractive. And also, taking into account that students like films, series, among others, that address criminal investigations and that these show techniques involving the use of DNA, as a way of fostering interest in students about the topic and, consequently, the content , various Digital Information and Communication Technologies (TDIC) were used in order to streamline activities with students. This research was characterized as qualitative in nature, as it sought to analyze the didactic proposal in relation to its feasibility of being applied in the school environment and, furthermore, it is characterized by action research, taking into account that it had the participation of the teacher-researcher in the study environment. The educational product that accompanies this dissertation refers to a didactic sequence aimed at Biology teachers in the final years of high school and brings together activities focused on the study of DNA. This UEPS, permeated by digital technologies and contextualized with forensic science, presented satisfactory results after analyzing the activities carried out, work presented, practical activities carried out and feedback from students, demonstrating that there is evidence of significant learning. This product is available on the PPGECM/UPF page and in the EduCapes repository http://educapes.capes.gov.br/handle/capes/741242.