Modelagem molecular uma proposta interdisciplinar

Abstract

The conventional way of teaching theoretical concepts of chemistry and biology is proving ineffective, as students generally do not understand why these teachings, nor can they establish cognitive links with their realities. In this sense, the teaching performance based on repeated practices, presents unsatisfactory results in terms of learning, since students take longer to retain or fail to understand the contents, as an example, molecular structures in chemistry teaching. Similarly, in biology teaching, protein synthesis is also difficult for students to understand. In particular, with regard to visualization at the microscopic level, which hinders understanding and diminishes students' interest in the conceptual approach of the scientific phenomena involved in these subjects. Given this problem, this project aims to organize a didactic sequence in the teaching of chemistry and biology, for students of public schools, from the use of molecular modeling, associated with experimentation with an interdisciplinary approach. Otherwise, it was envisaged to structure the teaching proposal on an interdisciplinary basis between the disciplines of chemistry and biology. Prior to the implementation of the project there was the development of applied teaching sequence and materials used, and the creation of a website to make these materials available to students and other teachers. The work was carried out at the Sagrada Familia State College in Campo Largo-PR in partnership with the teacher of the discipline of Biology, for the students of the 3rd year of high school, in the 5 morning classes. To this end, a free molecular modeling software called "Discovery Studio" was installed on the computers of the college. During the first class, the contents were introduced using the theme of DNA mutations. Following, the students had the opportunity to become familiar with the program by performing recreational activities related to the proposed contents. Subsequently, the level of difficulty was raised so that the class was challenged to construct increasingly complex structures, bringing into practice what was learned in theory. In the second class the students went to the chemistry lab to extract the strawberry DNA and in the next classes it was worked with the Software in the development of DNA and protein structures. The activities were assessed qualitatively by means of a questionnaire applied after the activities, a logbook individually prepared by the students during the activities and an evaluation for the analysis of the knowledge developed. Students actively participated in all classes,performed and delivered all requested activities. From the evaluation, it was concluded that the students were able to understand the concepts covered in the classes. Through the analysis of the questionnaires, it was observed that the students enjoyed the activities developed and that this type of class, for many, was applied for the first time. Unknowingly, when building the logbook, the students were studying.