Coleções biológicas e práticas pedagógicas no ensino-aprendizagem de aracnídeos no ensino médio

Abstract

Arachnids are a group of animals of great diversity and have ecological, economic and medical importance. However, it is observed that this topic is neglected in high school, as it is addressed through traditional classes that do not favor an environment of construction and reconstruction of learning. In this context, the present study aimed to develop knowledge and the teaching and learning processes related to the topic of arachnids, to analyze students perceptions and conceptions in order to raise their awareness of the relevance of arachnids, and to investigate the contributions of pedagogical practices and biological materials in the process of constructing knowledge about arachnids. The research was carried out at the Escola Estadual de Ensino Médio Professora Antonia Rangel de Farias with 18 second-year high school students, located in the Torre neighborhood in João Pessoa-PB. Regarding the methodology, a participatory research with a qualitative approach was carried out using a logbook and, subsequently, Bardin’s Categorial Content Analysis method was applied. During the research, a questionnaire and didactic sequence with differentiated strategies were applied, such as dialogued exposition, playful pedagogy, practical class with several specimens of arachnids from biological collections, pedagogical workshop and gamification. In view of the above, the main results obtained were that students' perceptions about the diagnostic characteristics of arachnids and their implications for the environment and health present conceptual and comprehension limitations. Furthermore, it was noted that differentiated pedagogical practices promoted significant learning and the construction of new conceptions in relation to arachnids.