Modalidades didáticas para o ensino do conteúdo “serpentes”

Abstract

This research aimed to verify the effectiveness of methodological tools to approach the content "snake" in two state colleges of the public school system. Participating initially were 19 students in the second and third year of high school. The present study is an exploratory research of the type research design and action research, with a qualitative and lexical approach of the data. A pedagogical workshop was held to bring students closer to scientific knowledge about snakes. The workshop addressed the following methodologies: focus group; classroom lecture dialogue; practical class; the construction of didactic models with modeling mass; and a didactic game entitled "Snake of Recôncavo". The analyzes of the data were made through the students' speeches obtained through the focus group; by a structured questionnaire; through the construction of didactic models; and the construction of a dissertation text analyzed through the method of the Discourse of the Collective Subject. With regard to the initial knowledge obtained through the focal group on snakes, it was found in the students' speech mainly the feeling of fear and harmful attitudes taken against the snakes. The use of the focus group in the survey of the initial knowledge has proved to be very efficient, especially with regard to the planning of the following stages of the workshops. The lecture was effective in promoting the active participation of students in the construction of knowledge of these animals. The practice proved to be efficient in promoting snake empathy, one that a student who reported feeling fear of snakes as being "monsters" and wanting these extinct animals at the end of practical activity reported that snakes are "cute" and performed the manipulation of the fixed animal. The applied questionnaire showed a significant learning about the biology of the snakes addressed in the expositive dialogue class and practical class since the average of the questionnaires was correct, while the mean error was 3.5. The construction of the didactic models of the serpents with modeling mass was quite relevant, since it was possible to observe the morphological aspects that were actually learned during the whole intervention. The analysis of the dissertation texts through the Collective Subject Discourse method showed that there was a deconstruction about the myths regarding snakes, besides learning about biology and the identification of venomous and nonvenomous snakes. It is possible to affirm that the tools used here to promote learning about snakes showed a significant efficiency, since the data obtained showed that the students acquired an expressive knowledge about snakes.