Ensino de genética: adaptação do método Team Based Learning (TBL)
Tipo
TCC
Data de publicação
2024-12
Periódico
Citações (Scopus)
Autores
Redigolo, Arianne Kiara Marcinowski
Orientador
Medhat, Magda
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Programa
Resumo
O presente trabalho tem como objetivo geral analisar a aplicação e eficácia do método
Team Based Learning (TBL) adaptado para o ensino de genética. A justificativa reside
nas dificuldades presentes no ensino de conceitos complexos e abstratos de gene,
cromossomo e DNA, somada importância de promover uma aprendizagem mais
significativa e contextualizada e no desenvolvimento de habilidades socioemocionais.
A pesquisa foi realizada na Escola Estadual Maria da Conceição Moura Branco, em
uma instituição de ensino estadual localizada em São Caetano do Sul, com uma turma
do primeiro ano do Ensino Médio. O método foi adaptado para quatro-horas aulas,
aplicadas em dois dias distintos. Durante o processo, os alunos participaram de
atividades individuais e em equipe. Os dados foram coletados a partir das atividades
de levantamento de conhecimentos prévios, dos testes individual e em equipe, do
estudo de caso, e da rubrica, utilizada na autoavaliação e avaliação entre pares. A
análise foi quali-quantitativa para contribuir com uma perspectiva e compreensão mais
ampla, repercutindo em maior reflexão sobre os dados coletados. Os resultados
indicam que o método TBL adaptado facilitou a compreensão parcial dos conceitos de
gene, cromossomo e DNA entre os alunos, que trabalharam em equipe, discutindo,
argumentando, respeitando e colaborando uns com os outros para solucionar as
problemáticas propostas. Isso demonstrou um resultado positivo em relação a
valorização do trabalho em equipe, na comunicação dos pensamentos e reflexões, no
desenvolvimento de hipóteses e consequentemente na solução de problemas. O limite
da compreensão do conteúdo conceitual abordado através do método TBL está
associado a complexidade da temática e dificuldade dos alunos no estabelecimento
das relações de forma integrativa. Para superar esse limite, propõe-se que o método
TBL seja utilizado dentro de uma sequência didática complementar bem estruturada.
Ressalta-se que a mudança de método é insuficiente, é necessário também refletir
sobre a prática docente e as concepções de Ciência, educação e aprendizagem. Por
fim, propõe-se o desenvolvimento de um projeto de extensão para capacitar
professores do ensino básico a utilizar metodologias ativas, como o TBL, no ensino
de conceitos complexos.
The present work aims to analyze the application and effectiveness of the Team Based Learning (TBL) method adapted for the teaching of genetics. The justification lies in the difficulties present in the teaching of complex and abstract concepts, added to the importance of promoting a more meaningful and contextualized learning and in the development of essential social and emotional skills. The research was carried out at the Escola Estadual Maria da Conceição Moura Branco, in a state educational institution located in São Caetano do Sul, with the class of the first year of high school. The method was adapted to four-hour classes, applied on two different days. During the process, students participated in individual and team activities. Data were collected from these activities, the survey of previous knowledge, individual and team tests, the case study, and the rubric, used in self-assessment and peer evaluation. The analysis was qualitative-quantitative to contribute to a broader perspective and understanding, resulting in greater reflection on the data collected. The results indicate that the adapted TBL method facilitated the partial understanding of the concepts of gene, chromosome and DNA among the students, who worked as a team, discussing, arguing, respecting and collaborating with each other to solve the proposed problems. This demonstrated a positive result in relation to the appreciation of teamwork, in the communication of thoughts and reflections, in the development of hypotheses and consequently in the solution of problems. The limit of understanding the conceptual content addressed through the TBL method is associated with the complexity of the theme and the student’s difficulty in establishing connections in an integrative way. To overcome this limit, it is proposed that the Team Based Learning method be used within a well-structured complementary didactic sequence. It is emphasized that the change in method is insufficient, it is also necessary to reflect on the teaching practice and the conceptions of Science, education and learning. Finally, it is proposed the development of an extension project to train basic education teachers to use active methodologies, such as TBL, in the teaching of complex concepts.
The present work aims to analyze the application and effectiveness of the Team Based Learning (TBL) method adapted for the teaching of genetics. The justification lies in the difficulties present in the teaching of complex and abstract concepts, added to the importance of promoting a more meaningful and contextualized learning and in the development of essential social and emotional skills. The research was carried out at the Escola Estadual Maria da Conceição Moura Branco, in a state educational institution located in São Caetano do Sul, with the class of the first year of high school. The method was adapted to four-hour classes, applied on two different days. During the process, students participated in individual and team activities. Data were collected from these activities, the survey of previous knowledge, individual and team tests, the case study, and the rubric, used in self-assessment and peer evaluation. The analysis was qualitative-quantitative to contribute to a broader perspective and understanding, resulting in greater reflection on the data collected. The results indicate that the adapted TBL method facilitated the partial understanding of the concepts of gene, chromosome and DNA among the students, who worked as a team, discussing, arguing, respecting and collaborating with each other to solve the proposed problems. This demonstrated a positive result in relation to the appreciation of teamwork, in the communication of thoughts and reflections, in the development of hypotheses and consequently in the solution of problems. The limit of understanding the conceptual content addressed through the TBL method is associated with the complexity of the theme and the student’s difficulty in establishing connections in an integrative way. To overcome this limit, it is proposed that the Team Based Learning method be used within a well-structured complementary didactic sequence. It is emphasized that the change in method is insufficient, it is also necessary to reflect on the teaching practice and the conceptions of Science, education and learning. Finally, it is proposed the development of an extension project to train basic education teachers to use active methodologies, such as TBL, in the teaching of complex concepts.
Descrição
Palavras-chave
Team Based Learning , Genética , Ensino , Aprendizagem , Team-Based Learning , Genetics , Teaching , Learning