Contribuições de uma sequência de aprendizagem na abordagem CTS sobre o consumo de alimentos industrializados para o ensino de biologia celular

Abstract

The objective of this research was to evaluate the contributions of a learning sequence, elaborated with an emphasis on the CTS approach on the consumption of processed foods for the teaching of cell biology. This research took place in a public school in the city of Ponta Grossa/PR, in a class of the first period of the Technical course in Nutrition and Dietetics, subsequent modality. The participation of students was voluntary, after signing the consent form, without any type of payment, preserving their identity. The technical professional in nutrition and dietetics is trained to work together with the nutritionist on issues related to human nutrition. The learning sequence was inspired by the CTS design that includes 5 moments, each moment being proposed with a didactic intervention, in which students could work in teams, develop materials and participate in practical classes, actively involving themselves in the teaching-learning process. be just a mere receiver, use their creativity, have greater socialization, greater interaction, responsibility. The methodology is characterized by an applied, qualitative and action research nature. For data collection and analysis, initial and final questionnaires were used, as well as photographs and notes during the development of activities. The initial questionnaire had 20 questions referring to the students' routine eating habits, the final questionnaire consisted of three questions about eating habits and applied after the end of the didactic intervention. As a result, this didactic sequence served to elaborate a didactic support material for teachers who work with animal cytology content and so that they can elaborate other sequences based on the STS approach. It is also expected that the completion of this work will serve as an incentive for other teachers to review and feel motivated to change the way they conduct their classes and can put tools that serve as stimuli for the learning process of their students.