Glossário biológico: ferramenta de aproximação do aluno do ensino médio à linguagem científica

Abstract

Faced with the need to renew teaching approaches and in order to meet the needs of students and the guiding documents of basic education, this research aimed to investigate how the process of building an illustrated glossary, by high school students from a public school, can contribute to improving the teaching of terminology in Biology content. Starting from a closer contact with the scientific language, contributing to the student’s scientific literacy and motivating the search for information and knowledge construction in an investigative way. The application perspective of this research is an investigative approach to teaching, placing the student in the position of protagonist, capable of arguing, reflecting and building knowledge. This work is justified by the difficulty of the students, who often complain about the terms used in Biology classes. The applied methodology was based on the theoretical assumptions of Quali-quantitative research, through bibliographic research and participant observation. The study area was the Domingos José da Paixão State Elementary High School and the target audience was high school students. Thirty students participated in the research by signing the terms of free and informed consent term. A pre-test was applied and after the pedagogical interventions were carried out, a post-test. The proposal included the selection and drawing of scientific terms from the contents of Botany and Zoology, so that students could research the origin and definition of each term, each representing an image, preferably produced by the student. During the research phase, a field class at the Arruda Câmara Zoobotanical Park was held, in order to complement the research and contribute to the production of the images. At the end of the research, the works were presented by the students and subsequently gathered in a single glossary, which can be consulted and expanded whenever a new term unknown by the students appears. Upon completion of the presentations, the students performed a self-assessment and highlighted the relevance of the activity for their learning. Subsequently, post-tests were applied. The results were quite positive, both in quantitative aspects, percentage increase in number of correct answers from the pre-test to the post-test, but also due to the change in attitude, the greater involvement of students in classes, the expansion of scientific vocabulary, which began to be used more and more safely. The objectives were certainly achieved, to a greater or lesser extent, but they were met with satisfaction. The final product was developed and will be able to provide support for other teachers to apply the same methodology, adapting to different contents according to their objectives, highlighting the role of students and valuing investigative teaching. It was a very positive experience and produced deep reflections among the students and also the teacher, who, mediating the execution of the work, had the opportunity to reflect and rethink her pedagogical practice.