Início da vida : ensino sobre fecundação e desenvolvimento embrionário por meio de metodologias ativas

Abstract

Although classes on human reproduction often spark curiosity among high school students, many face challenges in understanding concepts related to fertilization and early embryonic development, particularly due to the complexity of scientific terminology and the abstract nature of the phenomena involved. These difficulties may hinder student engagement and meaningful learning. To address this issue, this study proposed the development of two Didactic Sequences using active methodologies, implemented at the Escola de Referência em Ensino Médio Augusto Gondim, in Goiana/PE, Brazil. The proposal resulted in the creation of a lowcost interactive three-dimensional model and an educational game titled Início da Vida ("Beginning of Life"). The research adopted a qualitative approach, grounded in scientific literacy and the promotion of student protagonism. It was hypothesized that the use of ludic and interactive resources could not only enhance students’ understanding of fertilization and implantation but also foster engagement and autonomy in the learning process. The results indicated increased student participation, deeper comprehension of the concepts covered, and improved articulation between scientific knowledge and prior understanding. Furthermore, the Didactic Guide produced as the final output proved to be an effective tool to support teachers, offering practical guidelines for replicating the methodology in diverse school contexts. Thus, the proposal contributed to strengthening the teaching of reproductive biology from an active, dialogical, and accessible perspective.