Uma sequência de ensino investigativa para o ensino de síntese proteica para estudantes da EJA

Abstract

The teaching of biochemistry, including the topic of protein synthesis, represents a weakness in biology classes, since its object of study is molecular processes and microscopic structures, thus requiring a high degree of abstraction from students. This weakness becomes even more significant when the target audience is students in Youth and Adult Education (YAE), who face difficult circumstances to study. Another challenge is the difficulty of associating this content with the student's reality. On the other hand, a possible strategy to facilitate learning, especially on topics that require students' imagination, is inquiry-based teaching, which is based on precepts of scientific investigation, promoting critical thinking, protagonism and autonomy of students. In this sense, this research aimed to develop investigative activities based on an Investigative Teaching Sequence (ITS) involving topics such as transcription, translation and genetic diseases. The study was conducted at the Agenor Mendes Pedrosa State Citizen Integral School, located in the city of Aguiar-PB, and the target audience was 34 students from cycles V and VI of YAE. They went through all the stages of the ITS on protein synthesis and its relationship with genetic diseases. The evaluation was carried out according to each stage, through at least four main data collection instruments: an initial diagnostic questionnaire; a post-ITS questionnaire; a researcher's logbook; and an evaluation form for the presentation of the didactic models constructed by the students. The main findings include the students' limited prior knowledge of the topic, as well as their conceptual evolution regarding the topic throughout the application of the ITS, based on the fact that 73.5% of the occurrences of thematic registration units present in the post-ITS questionnaire indicate learning on their part. Another finding was that they had an easier time understanding and presenting concepts and information about the more general processes involving protein synthesis, and had more difficulty delving into these concepts and information. Still based on the results of the post-ITS questionnaire, the efficiency of research-based teaching and the construction and presentation of didactic models was also clear, as 81.9% of the occurrences of thematic registration units included positive statements from students regarding ITS activities. The main risk factor was low student attendance during the research period. As a final product, a teaching guide was created, which provides contextualization and provides suggestions and a step-by-step guide to assist biology teachers in the production and application of a ITS using teaching models for protein synthesis.