Dominância e recessividade no ensino de genética: abordagem nos livros didáticos e uma atividade investigativa como ferramenta para a aprendizagem das interações alélicas

Abstract

Finding strategies that facilitate learning has been increasingly necessary for the high school teacher, especially because of the extensive and complex curricular content in biology. As for the teaching of genetics, fragmentation of the contents of cellular and molecular biology and the Mendelian genetics in the curriculum, and in didactic books, demands searches for methodologies that integrate the construction of knowledge. The purpose of this study was to identify, by means of a didactic sequence, new possibilities of constructing learning on Genetics, specifically the concepts of dominance and recessiveness, in the context of investigative teaching, and to analyze the disposition of themes related to Mendelian genetics and molecular biology, and the contextualization of these contents in three high school textbooks. As a result of this work, it was possible to create an innovative didactic sequence that allowed 3rd year high-school students to interact, discuss, work in groups, jointly build knowledge and understand dominance and recessiveness. Therefore, the didactic sequence was brought about effective changes in the teaching of genetics for high school students. Another contribution of this research was the critical analysis of the textbooks that indicated lack of connection in the contents of molecular and genetic biology in three books of the most popular collections in public schools of Minas Gerais state in 2018, showing that the teacher needs to be a protagonist of the wanted changes when using the textbook for a better understanding of some themes of genetics.