DSpace Community:http://hdl.handle.net/1843/303302024-03-28T15:39:59Z2024-03-28T15:39:59ZEdição gênica por CRISPR/CAS9: uma estratégia de ensino das biotecnologias com ênfase na bioéticahttp://hdl.handle.net/1843/651322024-03-04T17:46:20Z2022-07-14T00:00:00ZTitle: Edição gênica por CRISPR/CAS9: uma estratégia de ensino das biotecnologias com ênfase na bioética
Abstract: The present work is a research whose product is a didactic sequence anchored in the CTSA (Science, Technology, Society and Environment) movement and with an investigative bias in a proposal to develop student protagonism and promote citizen training. We use the gene editing biotechnology known as CRISPR, which stands for Clustered Regularly Interspaced Short Palindromic Repeats, as a means for teaching and discussing concepts related to genetics and molecular biology in the light of bioethics. Gene editing and its biotechnologies are polemical and controversial topics that have great potential for effective learning in Biology and fostering citizen education. The CRISPR technique is not well- known in different spheres of society and not present is most high school textbooks. In the sequence developed, we used: 1) a questionnaire to verify previous knowledge about genetics and molecular biology and to enable the discussion of concepts allowing the construction of knowledge in a group; 2) case studies with situations involving gene editing in humans and that were intended to stimulate the discussion on CRISPR in a critical way; 3) artistic representation of a popular jury prepared by the students themselves on the presented biotechnology. The sequence was developed with students from the 1st grade of a state public school in Minas Gerais in the discipline Natural Sciences and its Technologies in the newly implemented new high school. Analyzes of the previous knowledge questionnaire were carried out, which revealed that the students had difficulty in establishing a relationship between the concepts of gene, chromosome and DNA. However, the classroom discussions led them to build knowledge collectively in order to recognize the error and understand the correct answer. Responses on the proposed case studies were analyzed and categorized according to content analysis methodology. It was evident that there is no consensus on the manipulation of human DNA and that the students did not know about gene editing biotechnologies, but listed a greater number of positive than negative consequences on the technique, establishing criteria for its use in society. The mock jury proved to be an effective tool for teaching gene editing tools from a bioethical perspective. It is believed that the present work can help teachers to stimulate critical thinking and student protagonism.
Type: Dissertação2022-07-14T00:00:00ZO ensino de biologia e sua contribuição para a percepção e a educação ambientais na escola do campohttp://hdl.handle.net/1843/651222024-03-04T15:48:52Z2019-07-12T00:00:00ZTitle: O ensino de biologia e sua contribuição para a percepção e a educação ambientais na escola do campo
Abstract: In rural contexts, school plays a significant role in the construction of knowledge that can
contribute to the formation of a transformative environmental perception and education. The
present work seeks to contextualize the knowledge from Biology and High School pedagogical
content through an interdisciplinary project of environmental education, at the same time that
it has a greater number of reflections and investigations on the environmental problems that
occur in the small municipality of Desterro de Melo, located in the Zona da Mata Mineira
region. In order to do so, we analysed - through the application of semi-structured interviews -
the perception that 51 students enrolled in the 1st year of the Escola Estadual Professor Jaime
Calmeto possessed about the environment in which they live. Then, we also organized a project
of pedagogical intervention on education and environmental perception. Some planned
activities involved students in learning opportunities through hands-on classes, field lessons,
and guided tours. These activities aimed reflexive and scientifical examination of the
environmental issues of Desterro do Melo. We’d also evaluated the contribuition given by the
Sciences of Nature, Biology in particular, to broaden the understanding of the environment and
environmental education throughout the project. Some of the research outcomes allow to
observe that the contribution of investigative approach in the processes regarding the
construction of knowledge towards environmental questions based on scientific postulates in
context with the field theme. By the end of the pedagogical activities, it was noted among the
students a better capacity to combine traditional and scientific knowledge more symmetrically
with the natural environment in which they live, thus promoting a greater identification of the
environmental issues and problems that concern them and a considerable extension of their
understanding of the environment.
Type: Dissertação2019-07-12T00:00:00ZProposta de sequência didática no ensino da cronobiologia para alunos do ensino médiohttp://hdl.handle.net/1843/599372023-10-24T16:03:11Z2019-07-23T00:00:00ZTitle: Proposta de sequência didática no ensino da cronobiologia para alunos do ensino médio
Abstract: Chronobiology brings one of the most important contributions related to time: the notion of
variability of biological functions throughout the 24 hours of the day. Thus, the objective of
this project is to develop a didactic sequence in which there is the protagonism of high school
students in their own learning to teach in a practical and applied way the chronobiology and the
circadian cycle. The sample consisted of 40 students between 15 and 16 years old, of both sexes,
regularly enrolled in high school in a public school in the city of Itaúna / MG.
The didactic sequence was distributed in 10 modules, being a dialogue class of initial diagnosis,
orientations on the stages of the project, directed research in group, application of
Questionnaire, orientation and application of Sleep Journal, application of tests to identify the
chronotype, group of discussion for analysis of results for identification of the Chronotype,
development of the educational brochure of Circadian Cycle, presentation of the theme in the
Science Fair of the school and bimonthly evaluation.
For the practical realization and facilitation of the data recording dynamics in the identification
of chronotype, the volunteers were randomly divided into three groups for the execution of the
tests. The results showed that 22 students performed the physical tests at three different times
of the same day at 7:30 p.m., 13:30 p.m. and 19:30 p.m. (S3), respectively, while the others in
the class participated as monitors of the execution of the tests. the preparation of the educational
brochure. On that day, the anthropometric measurements, the Yoyo test and the Subjective
Effort Perception Test (PSE) were carried out by the students themselves in a monitored
manner. These tests were replicated at other times (S2) and (S3) always in the same order as
the first situation (S1). Part of the results obtained in the identification of the chronotype served
as the basis for the presentation at the School Science Fair.
The results showed that the physical test may be more suitable for adolescents in identifying
chronotype.
Type: Dissertação2019-07-23T00:00:00ZO uso da biografia de Darwin para a construção de conceitos de evolução Biológica: uma proposta de sequência didáticahttp://hdl.handle.net/1843/597112023-10-19T15:31:55Z2022-09-23T00:00:00ZTitle: O uso da biografia de Darwin para a construção de conceitos de evolução Biológica: uma proposta de sequência didática
Abstract: The content of Evolution is very important in High School education, although facing huge challenges, especially because the interference of religious vision, that contribute to put the teachers on an uneasy and sometimes fearful position. Beyond that, the misunderstanding of the scientific method and the mistaken ideas on evolutionary theory itself, that are popularly spread, are key points to be overcome. The research eveloped in this work had as main objective to organize and use on High School classrooms a Didactic Sequence (DS) with an investigative approach, using Darwin’s biography for teaching concepts of Biological Evolution (BE). For collecting student elements for learning evaluation and satisfaction, semi-structured questionnaires were created (pre-test and the post-test), containing comic strips of a scientific nature and addressing the theme of Biological Evolution (BE). The DS had 7 parts, and used for teaching senior High School students (on the 3rd year) from a public school in the city of Contagem/MG. Attitudinal student behavior were observed in addition to the assessment of the learning process by comparing the answers of the pre-test and the post-test questionnaires to evaluate the learning promoted by the DS. Bardin’s content analysis (1977) was used for analyzing the qualitative data, including the notes in the log book. The pre-test answers showed that even with the presence of “creationist” students, the majority of the students see in science a reliable way to explain BE, although without having the understanding of how the biological diversity process takes place. After the end of the SD, according to the post-test answers, the students were able to establish links between Darwin’s theories and Genetics to explain BE, but without being able to learn that the concept of induced adaptation is wrong. The students liked learning with the DS, and the systematization game and the search for Darwin’s profile were the most liked steps. Although still considering that teaching BE is a great challenge, its importance stimulates to continue provoking reflections on strategies for approaching this matter in the classroom. Even with the partial success of DS, it was possible to advance in the construction of new strategies, hopefully being a source of inspiration for other teachers use in classroom.
Type: Dissertação2022-09-23T00:00:00Z