Uma proposta de ensino de genética numa perspectiva investigativa para alunos do 9º ano do ensino fundamental

Abstract

This research consisted of a qualitative study that sought to develop a didactic sequence using the Teaching by Investigation approach to work on the subject of inheritance and genetic variability, in the 9th year of elementary school. It was a study that took place during the period of the Covid-19 pandemic that brought the challenge of building a didactic sequence that would suit both remote and face-to-face teaching environments, given the uncertainties of a pandemic and its effect on the functioning of schools. Thinking about a less content-based and more contextualized Science teaching, the intention of this study was to develop activities that provide opportunities, through questions and problematizations, situations in which the student is encouraged to develop autonomy in the construction of hypotheses, arguments, data analysis, reflection and criticality. The didactic sequence proposed in this research presents three activities on inheritance and genetic variability that go through different contexts. In the development of the sequence, activity 1 brings an initial problematization, activity 2 exploratory questions for students to build explanations, and activity 3 focuses on the conclusion and systematization of students on the subject of the study. For data collection, audio was recorded during classes and written records of activities by students were recorded. In the data analysis, we resorted to the study by Machado and Sasseron, which proposes the theoretical construction of categories for questions asked by Science teachers in investigative activities. We used these categories in our study in order to understand to what extent the questions asked by the research teacher contributed to the occurrence of teaching by investigation during interactions with students. The data obtained showed that the teacher's questions mobilized the students in raising hypotheses, in data analysis, in the construction of arguments for the problematization presented, as well as reflection and criticality on the subject of the study.