A defasagem no ensino de biologia celular e o aprendizado de genética

Abstract

Biology in high school is a discipline that works with a great variety of contents and concepts, many of them are abstract and require a greater understanding of students for their full understanding, this fact can be observed when teaching cell biology and genetics. Studying biology can turn out to be discouraging for students, who often may consider the subject only as content memorization. Therefore, this study aimed to analyze whether the lag in the teaching of cell biology can compromise the learning of genetics. For this, an investigation was carried out with students and teachers from four public schools in the city of Ponta Grossa, Paraná. A structured interview was carried out with the teachers, with questions related to the teaching of cell biology and genetics, the use of different resources and the relationship between cell biology and genetics. With the students, a questionnaire with open and closed questions was applied, addressing in a more specific way the contents worked on in cell biology. After collection, the data were analyzed using the content analysis methodology, being identified for the interview a total of 86 units of records that were grouped into 04 categories, and for the questionnaire a total of 58 units of records grouped into 03 categories. In addition to this work, a didactic notebook was prepared to collaborate with the teaching of cell biology, which was inspired by the sequential aspects proposed by Moreira (2011) for the construction of Potentially Significant Teaching Units - UEPS, since many of the concepts that are worked on serve as a basis for further learning in genetics.