Utilização de modelos didáticos no ensino de biologia.

Abstract

The discipline of biology is usually characterized as difficult to understand, sometimes consisting of didactic practice based on the memorization of technical terms and scientific names, causing in the majority of learners, demotivation and difficulties in learning. Based on this question, we propose to the reflection in this monographic work to evaluate the efficiency of didactic models in the construction of knowledge, acting as a facilitating tool in the teaching­learning process. As a qualitative character, and developed as a case study, the research project carried out here included the participation of a biology teacher and twenty­five students of the 1st year of the Secondary School (Class E) of the State School of (EEEM) Monsignor Constantino Vieira, located in the municipality of Cajazeiras, Geographic Region of Sousa­Cajazeiras, whose temporal search was made during the month of September 2017. The applied methodology consisted of systematic observation of classes of Biology, the to verify the use or scarcity of methodologies capable of re­meaning the knowledge constructed in the classroom. The students were directed to semi­structured questionnaires, the first one being before the applicability of didactic models in the teaching process and observing their receptivity by the students. At the end of the research, and consequently post­application of said didactic models, we developed the second questionnaire to evaluate the acceptance of these models by the students considering as hypothesis that didactic models facilitate learning. The results obtained through applied activities indicate that the pedagogical instrument provides a dynamic and practical study, which can lead to a better assimilation of the contents, increasing the capacity of observation and questioning of the built knowledge, as well as to improve teacher didactics and inter­ educator­educating relationship.