Mestrado Profissional em Ensino de Biologia em Rede Nacional

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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Autor "Cardoso, Katia Aparecida Kern"

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    Genética no ensino médio: uma sequência didática para ensinar heranças genéticas a partir da construção de árvores genealógicas e das discussões sobre o preconceito étnico racial
    (Universidade Federal do Espírito Santo, 2020-10-26) Silva, Tiago de Freitas; Gontijo, Andreia Barcelos Passos Lima; https://orcid.org/; http://lattes.cnpq.br/2762003128008528; https://orcid.org/; http://lattes.cnpq.br/5515891505213703; Cardoso, Katia Aparecida Kern; https://orcid.org/0000-0001-7977-5885; http://lattes.cnpq.br/5194854548349342; Pirovani, Juliana Castro Monteiro; https://orcid.org/0000-0001-9052-5334; http://lattes.cnpq.br/1554318438405230
    The content of Mendelian Genetics in High School has as main focus the 1st and 2nd Laws of Mendel, emphasizing concepts, crossings and heredograms almost always exemplified in textbooks. The present work highlights the importance of a teaching methodology based on the students' daily lives, on their familiarities and lived experiences, addressing ethnic-racial prejudice as a trigger for the teaching of genetic inheritances. Thus, through a didactic sequence in which the main pedagogical strategy was the construction of family trees, we sought to contribute to a meaningful learning of the content. This sequence consisted of playful and investigative activities, being applied to high school students from a state school in the city of Montanha-ES. Using qualitative research-action research and ethnographic reports, students' perceptions of heredity and ethnic-racial prejudice were collected. Each student was also invited to produce an ethnic-racial self-portrait in an attempt to understand how he sees himself in relation to this theme. The instruments used to collect these data were semi-structured and unstructured interviews, questionnaires and dynamic activities of a pedagogical nature applied to the participants. Throughout the development of the work, the students were enthusiastic about the proposal, since the discussions of ethnic-racial relations aroused curiosity as to its origin, being able to contextualize the theme within the teaching of Genetics through an investigative proposal. This rescue to the origins made possible surprising discoveries in the construction of the family trees, motivated by these revelations the students started to sketch associations and assimilate concepts so that they could develop the proposed activities. Through the construction of self-portraits it was possible to collect from students an ethnic-racial self-declaration, based not only on their family histories, on their origins, but also taking into account the identity feeling of each one, considering mainly the social construct in which were inserted, thus re-signifying the cultural, ethnic-racial identity of several students, according to the testimonies obtained. We can conclude that through the Didactic Sequence it was possible to develop the teaching of Genetics linked to ethnic-racial relations, which characterized it as an emancipatory methodological proposal, having certainly contributed to the student's learning. The results of this work showed that students understand and perceive the existence of ethnic-racial prejudice at school, but it also reveals that the issue needs to be urgently prioritized in the teaching-learning process
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    Sala de aula como recurso no processo de ensino e aprendizagem da disciplina de biologia
    (Universidade Federal do Espírito Santo, 2019-11-18) Ucelli, Leonardo; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235; https://orcid.org/0000-0001-6041-5660; http://lattes.cnpq.br/4082949655766843; Cardoso, Katia Aparecida Kern; https://orcid.org/0000-0001-7977-5885; http://lattes.cnpq.br/5194854548349342; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381
    With the increasing use of technological resources by young people, a virtual classroom can be an incentive for learners to have a greater interest in taught content. We used to do this work the Google application, Google Classroom, to create virtual classrooms. Initially, students were offered some content previously addressed in the classroom for further study. Subsequently, the contents were made available before being approached in the classroom, which allowed students the possibility of building autonomy in their learning and experimenting with the inverted room methodology. The topics used for these activities were human reproduction, Mendelian genetics, blood group genetics, and the Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR), the acronym used to represent the process of editing DNA. Different types of media were used in virtual classrooms, such as texts, images, animations, concept maps and video lessons, all available for free on websites such as Youtube, Biology blogs and Education Portals. In the second stage of the activity, students had the opportunity to create their own material for posting. Several videos, where they covered topics related to sexuality, were made available in the classroom or published on Youtube. Another activity with student protagonism was the creation of concept maps, which were made entirely by the students and posted in the application for sharing. For the analysis of the activity, a pre-test was applied, in the form of a questionnaire that sought initial information about the participating public, and at the end of the work, a post-test, to make quantitative and qualitative surveys about the students' perceptions of the media and the methodology used that most pleased the students. Based on the results presented, it was possible to observe that in the students' perception, the media and the methodology that most favored their learning were the video lessons and the content available before the class. This work provided students with knowledge of different learning methodologies, in which content was available before and after class, with an Flipped Classroom experience, and the results showed that they are interested in activities that promote their learning autonomy in the teaching and learning process.