Uma revisão bibliográfica sobre o ensino de genética no ensino médio

Abstract

Despite the importance of genetics in several sectors today, teaching this content is still challenging for most educators, as it is a difficult topic to assimilate and demands a high level of abstraction from students. Thus, active methodologies enter this context as important facilitating tools in the teaching-learning process. Given this scenario, this work aims to investigate the methodologies used in teaching genetics in public schools through a literature review, using qualitative research as an analysis to observe the parameters used by the various authors mentioned. After establishing the inclusion and exclusion criteria, 9 works from the annals of events and scientific journals were selected and their didactic modalities were categorized according to Krasilchik (2004) in: (a) expositive class, (b) discussions, (c) demonstrations, (d) practical classes, (e) excursions, (f) simulations, (g) individualized instructions and (h) projects. In the analyzed works, there was a methodological trend towards simulations and practical classes, both observed in five works, followed by expository class (4), discussion (3) and demonstration (2). In most of the works, there was the integration of two or more didactic modalities, with the exception of one work that identified only the simulation didactic modality, and in another work that used the expository class in a group of students, as a control group. The authors of the selected works, for the most part, showed positive results in the use of the didactic modalities adopted, becoming tools that facilitate the teaching-learning processes, including the expositive class that was intertwined with other didactic modalities, being responsible for synthesizing a topic that would be worked on later in a practical class, simulation or discussion. However, it was observed that the expositive class used in an isolated way, becomes of little use for the students. Excursions, individualized instructions and projects were not found in the selected works. We consider the reading of this work important for high school biology teachers, suggesting that the implementation of didactic sequences using different modalities for the Teaching of Genetics can demonstrate positive results. However, it was observed that the expositive class used in an isolated way, is not very useful for the students. Excursions, individualized instructions and projects were not found in the selected works. We consider the reading of this work important for high school biology teachers, suggesting that the implementation of didactic sequences using different modalities for Teaching Genetics can show positive results.