O uso de maquetes como recurso didático, no ensino de evolução, em uma escola de ensino médio no município de Barra de Santa Rosa - PB.

Abstract

Evolution is the unifying theory of biological sciences, this way it is necessary for evolution to make a connection with all the subjects presented in Biology. The approach of this theme must be done in such a way that the student can clearly understand all its processes, this study aims to analyze the effectiveness of the didactic resource mockup as a facilitator of learning in evolution and its mechanism Speciation. The research was conducted at José Luiz Neto State School of Elementary and High School, located in the city of Barra de Santa Rosa-PB, targeting a third-year high school class, totalizing 28 participants. Data collection was performed through two questionnaires, one to obtain the students' previous knowledge about evolution and the speciation mechanism and the second to evaluate the use of the mockup as a learning facilitator. The mockups consisted of demonstrating how the speciation process took place. The first mockup to be demonstrated was the current process that took place on an island known as the snake island. The second mockup presented a hypothetical model designed to facilitate student learning. Among the results it was possible to note that the students presented a very large deficit in relation to the worked theme, not being related to their biological conception. Ahead of this, it was also possible to see that with the little knowledge they had on evolution, they could not also understand its mechanisms. Regarding the effectiveness of the use of mockups, 100% of the students said that they could understand about evolution and speciation, also stating that the resource used allowed a greater interaction with what was exposed in the classroom. It is noteworthy that the use of the didactic resource facilitated learning and was able to involve students more in class, making the class not only the transmission of information to the students, but also a bridge to the formation of critical thought about the worked theme, thus confirming the fact that it is necessary to insert new techniques in the teaching-learning process.