Metodologias no ensino remoto de biologia do desenvolvimento humano: percepção de discentes do curso de Ciências Biológicas da Universidade Federal da Paraíba

Abstract

The Human Development Biology (HDB) course, taught to the Biological Sciences courses at UFPB in the 2020.2 academic period, made use of several virtual methodologies to promote an improvement in the teaching-learning process. Thus, the present work had as general objective to analyze the perception of the students of the BDH discipline, of the Biological Sciences course, regarding the strategies and didactic resources adopted in the remote period of 2020.2. Quali-quantitative, descriptive and exploratory research were adopted as theoretical-methodological assumptions; using semi-structured questionnaire and document research (through the analysis of lesson plans) for data collection. Nineteen students participated in the research, of which 17 were part of the Biological Sciences course, and 2 were regularly enrolled in the Biomedicine course. The male gender identity was prevalent, and, in relation to the academic periods, there were students from the second to the eighth period. The age range varied between 18 and 52 years old. According to the participating students, most of the subjects they attended during their graduation course adopted active methodologies in pre-pandemic classroom teaching. Regarding the methodologies used in the BDH course, regarding the level of interest of students, 84% indicated it as 'great' and 100% indicated that they contributed to their learning. When asked what could be done to improve the teaching process in the discipline, in general, students indicated that there is no need for changes, referring that the strategies used were sufficient. The undergraduates also indicated that they enjoyed remote practical classes in embryology and histology, pointing out some points that could be improved. Regarding the adopted methodologies, the best ones were, respectively, Moodle Classes, Histology Guide, Purpose Games, Wordwall and Padlet. Some factors prevented some students from participating in activities, such as the limitation of computer or internet access. Regarding the methodologies adopted by the BDH subject teachers in classroom teaching, for Biological Sciences students in the last 4 years, all adopted active methodologies in their classes, however, they were limited to practical classes using didactic models and anatomical pieces; and audiovisual resources, highlighting the need for changes and innovations. The construction of the present work contributed to the improvement of the author's critical, scientific, academic and professional sense.