Utilização de softwares educativos para auxiliar no ensino e aprendizagem de anatomia humana no ensino médio

Abstract

The teaching of Biology, a branch of Natural Sciences, so fundamental for students from elementary school to high school, is still often carried out in a technical and traditional way, something that can greatly compromise the learning of these students, who they may feel unmotivated about their learning process when faced with a context that is only theoretical, content and distant from their reality. In view of this situation, it is very important to use tools and resources that can make Biology teaching more attractive and fun to students, to encourage them, more and more, to learn in a meaningful way and to seek to be protagonists of their learning process. Furthermore, it is important that this process occurs so that such practice is within the reality of these individuals. In this sense, technology is becoming more and more constant in people's lives and this is reflected in the classroom. Therefore, this work intends to analyze how the use of educational software can facilitate teaching and learning in the content of human anatomy by high school students at the State School of Professional Education located in the city of Fortaleza. Thus, first, anatomy classes were developed using a more traditional teaching methodology and, later, classes were planned and carried out following active methodologies, using educational software during anatomy classes for high school using educational software during anatomy classes for high school students such as GROW Virtual Augmented Reality, Human Body (male) 3D and Muscular System 3D (anatomy). In this way, after presenting each methodology proposed to the students, they answered a semi-structured questionnaire, to obtain data and subsequent evaluation and comparison, of the benefits that the use of technological tools in the classroom present. This could be evaluated through the students' participation and responses to the questions proposed to them and, in this sense, a significant evolution was noticed in their learning after using the previously mentioned digital applications. In addition, it was possible to identify some difficulties in anatomy teaching from the teacher's perception of a high school class. And, finally, it was seen that the textbook adopted by the school does not bring any implication of possibilities for the use of technologies in the school context regarding the anatomy content, something that reinforces the idea that the use of only this pedagogical tool in the classroom of class is no longer enough given the current technological scenario.