Desafios metológicos para o ensino e aprendizagem do dogma central da Biologia molecular para os alunos do ensino médio

Abstract

The question of the teaching and learning of the Central Dogma of Molecular Biology is extremely complex, since it requires of the student a theoretical contribution and a degree of abstraction that goes beyond what he is accustomed to. Because of this, they present many difficulties for the absorption of these concepts, or even the retention and resolution of problems that involve this theme. In view of this, the research aimed to analyze which methodologies effectively collaborate for the teaching and learning of the Central Dogma of Biology for high school students, through the application of easily accessible materials. A survey of academic production in the area of Genetics Teaching, focusing on the Central Dogma, published in periodicals with Qualis, from 2010 to 2017. It was classified as a participant research, of a qualitative nature, starting from the concept that it is characterized by interaction between researchers and experimental groups, aiming at a dialectical relationship between theory and practice. The same was done at the Federal Institute of Amazonas / Center (IFAM / CMC) in two classes of the second year of high school, totaling 60 students, in which they were divided into two groups, one group for the application of practical activities and the other as a control group. Worked with lectures and practical activities, using didactic materials facilitating the process of teaching and learning this content. Thus, we noticed a very low tendency of publications related to the teaching of Molecular Biology, since of 1080 analyzes only five corresponded to the subject. In relation to the use of facilitating materials, it was observed that they are of great relevance, since they make these classes more understood and dynamic, being perceived through the applied evaluation instrument that showed that 60% of the class, where this type of activity was applied, obtained averages of 7 to 10 points, in contrast to the control group, where practical activities weren’t applied, only 14% obtained this result. Therefore, it is necessary to invest in practical activities and didactic teaching materials, aiming to provide students with effective means to understand the dynamism and integration that characterize this field of knowledge.