Percepções e usos de modelos por professores de genética do ensino superior

Abstract

Models are particularly useful tools in teaching subjects that involve abstract concepts, such as genetics. The proper use of these resources in teaching practices not only facilitates the understanding of genetic content but also contributes to the development of students' scientific thinking. This study aimed to investigate the perceptions and uses of models by genetics teachers in higher education. To achieve this, a predominantly qualitative and exploratory approach was adopted, employing a questionnaire, cognitive interviews, and an integrative literature review. The questionnaire, developed and validated in this study, was completed by 61 genetics teachers from 33 higher education institutions across Brazil. Qualitative analysis of data followed the guidelines of Bardin's Content Analysis, which allowed for the identification of categories reflecting teachers' perceptions of definitions, functions, and representations of models, in addition to mapping types of models, genetic content they addressed, and teaching practices associated with their use. Cognitive interviews were then conducted with six teachers to explore issues related to use of models in the classroom. Teachers' perceptions of models were diverse, with a predominant view of models as "schematic or simplified representations of reality”. Although a variety of epistemic functions were identified in the questionnaire, only three were mentioned in the context of teaching: "communication", "simplification and idealization", and "providing a conceptual image". Other functions, equally important to scientific practice, such as "investigation and prediction" and "support for scientific arguments", were mainly associated with academic research, indicating the under utilization of models for these purposes in education. Teachers mainly associated models with three-dimensional representations, such as objects and animations, while texts were the least recognized as models. The literature review confirmed the prevalence of concrete and visual models in teaching of classical genetics, especially for representing structures, processes, and biological phenomena. Empirical data reinforced this trend, with 40 mentions of the use of concrete models, 12 of mathematical models, and 11 of biological models. Topics most frequently addressed were structure of nucleic acids, cell division, structure of chromosomes and chromatin, and processes of transcription and translation. During the interviews, the teachers emphasized the importance of discussing the nature of models with students, sharing positive experiences that enhanced students' understanding of the historical development of science through these discussions. Additionally, they emphasized the role of models in evaluating their teaching practices and identifying students' alternative conceptions in genetics. However, challenges in the use of models in higher education were also reported, such as a lack of time due to tight course schedules. Although models have enormous potential in the teaching of genetics, this potential is not fully explored in the classroom and is often limited to their representational role. Based on the findings of this study, which is pioneering in the field of genetics education, it is recommended that strategies should be developed to promote use of models as a scientific practice in genetics education.