Estratégias facilitadoras da aprendizagem da fisiologia do sistema cardiovascular humano

Abstract

Teaching-learning has been undergoing modifications to overcome traditional teaching, seeking practices that involve students, value their prior knowledge, and invite them to take an active role in constructing their knowledge. The National Common Curricular Base indicates that it is essential to contextualize teaching, as much as possible, in the formation of citizens who should be inserted into society. Knowledge of human cardiovascular system physiology has a direct relationship with diseases that are among the most frequent and leading causes of morbidity and mortality in the Brazilian population. In this sense, the objective of this research was to use strategies to facilitate the teaching-learning of human cardiovascular system physiology for high school students. Twenty-six students from the 2nd year of the Reference School in High School Education Professor Jose Mendes da Silva, Timbailba-PE, participated in the study. The research consisted of a didactic sequence with facilitating strategies organized into five moments, totaling seven 50-minute classes. Among the elements we used, with the aim of helping to review the concepts and terms studied in a playful way, we built a cryptogram (a pastime game) in which students had to decipher the term relating to a question based on clues. In the first moment, students were gathered in a conversation circle and encouraged to respond with their prior knowledge to the following question: through which pathways does blood circulate? What structures does it pass through in our body? This moment was conducted by the teacher through the maintenance of the dialogic cycle, responding with new questions and inviting everyone to contribute with answers. In the second moment, in groups, students researched a didactic text and a video on the structures of the system and how they functioned, and in the third moment, they produced a drawing representing the structures of the cardiovascular system and the pathways through which blood circulated, with each group presenting their results collectively. Finally, individually, they completed a puzzle game (a cryptogram) with terms related to the studied content. In the fourth moment, the teacher conducted a dialogic class to systematize knowledge and expand on the subject. The fifth moment represented an application of knowledge through the verification of pulse rate before, immediately after, and five minutes after vigorous exercise. Finally, the teacher invited students to respond to an anonymous evaluative questionnaire. The dialogues from the first and third moments and the responses to the evaluative questionnaire suggested that the strategies used facilitated learning of cardiovascular system content, as well as procedural and attitudinal content related to collaborative knowledge construction. In the evaluation, all participants expressed that they enjoyed the proposed activities, and the justifications agreed with the literature regarding the potential for better learning with propositions that involve active student participation and ludic activities. By conducting the activities, the teacher expanded her training, mainly facing the challenge of maintaining the dialogic cycle, avoiding ready answers, and inviting students to express themselves and reflect on knowledge. Finally, the cryptogram has been perfected constituting our educational resource.