Coleção didática de esponjas (Filo Porifera) como ferramenta auxiliadora no ensino de ciências

Abstract

The tea ching of science, so important for the citizenship formation of students since elementary school, has been the subject of discussion due to its still very theo r etical approach, with the use of traditional methodologies, although this is being modified. Zoo logy, the science of studying animals, is part of science and biology teaching. Among them are the invertebrates, which are part of the largest existing group; however, many of their species are still unknown, such as those that are part of the phylum Pori fera, most of the time ignored and little discussed in the cl assroom. Therefore, the objective of this work was to evaluate the contributions of a practical cl a ss with the use of the Porifera didactic collection for the construction of knowledge of 7th gra de students at the Elementary School II, related to the ecolo gical aspects, the body structure, and the importance of sponges for the environment and for manki n d. The activities were carried out during 2 weeks with 1 weekly meeting of approximately 1 hour and 30 minutes, totaling 3 hours/class. The research had a qu alitative a nd quantitative nature and was divided into two stages, the first consisting in the application of a que s tionnaire containing 6 open questions to probe the students' previous knowledge , the development of an expository class about the phylum Porifera and the app lication of a second post class questionnaire containing 6 questions; the second stage comprised t h e exposition of the Porifera didactic collection in the school's laboratory for practical classes and the application of a third questionnaire after the prac tical class, containing 8 questions. The data analysis was based on the answers to the three semi s tructured questionnaires, and on the reflections and discussions during the app lication of the activities. As results, the students' little previous knowledg e about sponges stands out, but after the theoretical and practical classes, the evolution of lear n ing and the construction of new knowledge related to these animals became evide nt. In addition, it was noticeable how effective the practical class with the didactic Porifera exhibit was in bringing the students closer to the sponges since they could obse r ve and feel these animals more closely. Thus, it is clear the efficiency in the teaching and learning process when the theoretical and practical classes are prepared together, with dynamism and concern in bringing the object of study closer to the student s , to make the content clearer and more enjoyable.