Modelo didático interativo do dogma central da biologia: uma proposta de transposição didática para o ensino médio

Abstract

Biology is a science of very important character for society, because it acts in the great scientific discoveries, producing numerous knowledgethat expands more and more, especially in recent times, where knowledge about the DNA molecule has presented a broad approach in the scientific and social environment. Thus, in basic education, especially in high school, it is essential that students are well qualified regarding the main concepts of modern biology, this necessarily includes knowledge about the genetic material of living beings . On the other hand, the teacher needs to improve his knowledge about the trajectory of knowledge, because these are produced in different environments of the classroom, with different context and motivations those in which students will meet at the moment in who are faced with knowledge. It is up to the teacher the process of internal didactic transposition, the recontextualizations necessary for a good learning. Thus, this research proposed the elaboration of a Didactic Sequence (DS) on the theme Central Dogma of Biology (DCB), to be applied through an interactive didactic model of the DCB, developed after the qualitative analysis of previous data collected among the participants. The research was theoretically supported by the Theory of Didactic Transposition (TTD) and the Anthropological Theory of Didactic (TAD) by Yves Chevallard (1996). The research was carried out in a public school of the State Network, in Campo Grande - MS, with biology teachers from the field school and other public school units and second year high school students. In the first part of the research, the challenges of biology teachers were investigated in the teaching of THE DCB and in the second stage, the students' learning about the basic concepts of cell biology was investigated: types of nitrogen bases, complementarity semiconservative replication, Types and Functions of RNA, Transcription, Protein Synthesis and other concepts. According to the participating teachers, the main challenge of teaching the contents related to THE DCB is mainly the lack of didactic resources. The professors stated that they have not yet elaborated didactic models or participated in training sums addressing these contents. The analysis of previous data collected from the students reveals that the majority had difficulties in answering the questions, showing the possible lack of appropriation of these contents. After the analysis, we sought to develop a didactic model that met the needs revealed by the teachers and students surveyed. We decided to make the model parts into material that presented good durability, so we chose to make 3mm thick MDF sheet. We designed the pieces of the model based on the adapted figures of the textbooks and forwarded it to a printing press that made the laser cut of the pieces and later made the assembly. The students had experiences with didactic material developed in the research, which was applied through didactic sequence based on Zabala (1998), and in the moments of studies and practice of the Anthropological Theory of didactic (TAD). After the experiences, data were collected through questionnaires regarding the information of the DCB. The data collected in the research were analyzed according to bardin's content analysis method (2011). The research was expected to contribute to the teaching of cytology, especially the DCB, with regard to cell topography, DNA molecule, DNA replication, RNA molecule, transcription of the DNA molecule in RNA and protein synthesis.The study also analyzed the working conditions of teachers, as to the presence or not of biology laboratories and the availability of pedagogical materials for teaching biology complementary to the use of the textbook. We approach how the teaching of topics as abstract as the DCB are experienced by educators in the face of the challenges of recontextualizing or resignifying this scientific knowledge, transposing them as school knowledge. How to make an efficient internal didactic transposition, or what resources to use as mediating elements of didactic transposition? It is issues such as these that permeate this study, bringing to the center of the discussions the use of didactic models as a proposal of didactic transposition for the teaching of CBD in high school.