Atividades experimentais: relato de experiência no ensino de biologia

Abstract

In the current scenario of education, there is a debate about teaching methodologies in various areas of knowledge, where traditional teaching techniques have been questioned, given the profile of the student who is differentiated. Given this, the teacher needs to adapt to these changes, providing students with dynamic and close to reality classes. We believe that experimentation is a great ally in the teaching-learning process. Given these changes, demotivation and existing challenges, we ask ourselves: How can experimental classroom activities, from a constructivist perspective, contribute to the improvement of biology teaching? The objective of this Master's Dissertation is to identify and discuss the possibilities and limitations of practical activities developed from a constructivist approach in the context of Biology teaching. A review of the historical context and evolution over the years of teaching biology in Brazil was conducted, in parallel with the changes in society and in teachers' perception of classroom experience. In addition to the theoretical contributions, this research sought, through a qualitative-descriptive approach, to conduct a survey of relevant information about the practice of experimental classes based on the experience of the State School of Elementary and High School João Silveira Guimarães. Interviews with teachers were applied to verify the challenges in the application of practical activities, as well as the application of questionnaires applied to students after the experiments. To help teachers to apply in the classroom the content studied in this work, an educational product was made with the suggestion of two experimental activities. According to the interview with the teachers, the results were able to identify that, in fact, there is a relevant difficulty in the application of practical classes in the school in question, standing out as the main obstacles to this practice problems related to infrastructure, high number of students in class and lack of time. Regarding the practical activity DNA extraction, even in the face of a greater number of correct and partially correct answers, the answers generally revealed the students' difficulty with the subject. As the main contribution of the practical class, we can cite a better assimilation of the cellular structure, through the step by step of the experiment. This research highlights that with the extra effort of the teacher involved in the teaching of biology and with the collaboration of the students, it is possible to circumvent most of the structural problems faced by public education today, leading to a virtuous interaction between educator and student.