Conhecendo os tubarões: uso de estratégias didáticas com alunos do ensino fundamental II

Abstract

Teaching strategies are methodologies used by teachers, which assist in the learning process of students. Biology, as part of science education, has a vast array of contents that must be addressed in different ways, so that all students can access information. Within this science, some problems can be addressed in the classroom, such as the demystification of the image of some animals, as is the case with sharks. These animals, according to the information that is portrayed about him in the media, end up generating a rejection of the population, which surpasses the real problems that involve the animal. Thus, the present work aims to evaluate if the use of strategies of group dynamics and practical class with use of biological materials, generates learning about biology, conservation and trade of sharks. or this purpose, pre-test questionnaires (before class), post-test I (immediately after class) and post-test II (one week after class) were applied, with 8th and 9th grade elementary students Municipal School. Analyzes of objective questions were performed using the statistical tests paired T (for student's notes) and chi-square (for the number of students who answered each question). For subjective questions, a table of absence and presence of the food items of the sharks was cited, which were cited by the students in all the tests and separated the answers that were identified as bad, neutral, intermediate and good about what the students think about this animal. The strategies used promoted learning, as observed more specifically in two questions, one related to some sharks being oviparous and the trade of the meat of cation. It was also observed that the students cited more feeding items typical of filtering sharks and shredders after group dynamics and practical classes. However, more than half of the students still answered negative thoughts about the animal, even after the class held, suggesting that environmental education should be a continuous process of demystification rather than isolation. Finally, it is important that teachers can use different teaching strategies to promote effective student learning.