Sequência didática com enfoque investigativo: usando o tema geral obesidade para o ensino de bioquímica

Abstract

The aim of this work was to investigate how the implementation of an investigative didactic sequence contributes to the scientific literacy process in biology teaching focused on biochemistry content. For this, a textbook was developed to be applied in a state school in the municipality of Ponta Grossa with students in the first year of integrated technical food education in June of 2021. The research method is characterized as a quantitativequalitative case study. To achieve the objective, the data collection instrument consisted of two questionnaires sent by the google classroom platform, one before applying the material and the other after, to 40 students, in which 50% of responses were returned. The didactic material was organized in 4 classes of 50 minutes each and arranged in moments: Contextualization, problematization, synthesis and investigation, it also had technological and textual resources such as: videos, documentary, humorous cartoon, in addition to a didactic game created through the Kahoot app as a viable alternative to improve the learning process. During the remote classes, which took place via Meet, the students had good participation and were proactive, in one of the activities in which it was suggested that they start practicing healthier habits such as physical exercise and balanced diet as a synthesis, the students created a group among them, the academics, the professor and the advisor to send their photos performing these practices and encouraging their colleagues to do it as well. After applying the textbook and forms, the results were presented. With the verification of the data, it was possible to conclude that the students had knowledge about the subject, however, superficially. According to the data obtained, at the end of the classes, 95% of the students knew how to relate their knowledge of biochemistry to reality, an important point to make learning more relevant. It was also verified that in the students perception, a class different from the traditional and mechanistic model, with interdisciplinary approaches, can contribute to the scientific literacy process.