A metodologia da problematização no ensino de biologia: uma proposta para o alcance da aprendizagem significativa

Abstract

This research aimed to answer the following question: is it possible to verify the occurrence of meaningful verbal learning in high school students when using didactic sequences supported in questioning the curricular contents of Biology? In this way, this work leaned on the Problematization Methodology and Meaningful Verbal Learning Theory as a fundamental theoretical foundation for the development of this research. The general objective outlined for the present study was to analyze whether there is a meaningful verbal learning in high school students when using didactic sequences supported in the problematization of Biology contents. To reach this objective, the following specific objectives were outlined: (1) To involve high school students in teaching-learning situations guided by the Problematization Methodology; and (2) To evaluate the occurrence of meaningful verbal learning in students. For the development of this study, it was decided to use an explanatory research with a qualitative approach. As for the search procedure chosen, it was decided to use the case study. This research was conducted in a municipal school at Cruz das Almas between the months of May to August 2014 and it involved 30 students from a high school class. To obtain the data it was used different techniques and research instruments, namely: field diary, participative and systematic observation, questionnaire and unstructured interview. The results showed data to verify that the students had prior knowledge of biological relevant learning content. The construction of mental models and the reactivation of underutilized subsumers process suggested a possible cognitive mobilization among students, which possibly may have contributed to their learning. The use of different teaching methods may have proven to be convenient in the content approach, as it may have met the individual and collective preferences of the students. Note that in the seminars may have occurred rote learning among students. The development of Problematization Methodology occurred specifically in one of the classes. It was not possible to verify the transformation of physical and social reality in view of the conditions under which the study was conducted as well as the time constraints. It was concluded that the results obtained did not allow a verification of the occurrence of meaningful verbal learning in students because it was not possible to apply an instrument to that end. However, it is considered that the results suggested the possible cognitive mobilization of students to understand the fundamental concepts in zoology. It was also found that the results of the of the evaluation questionnaire of the application of the teaching method used by the researcher suggest that the methodology used in the classroom made possible, to some extent, the occurrence of some kind learning.