INTEGRATION OF ACTIVE METHODOLOGIES IN TEACHING MENDELIAN GENETICS DURING ISOLATION IN THE COVID-19 PANDEMIC

Abstract

The approach to genetics is often complex and challenging, especially for students at various stages of education, a difficulty that intensifies in distance learning, as demonstrated by several studies. The purpose of this study was to analyze the effectiveness of active methodologies combined with traditional classes in teaching classical genetics, as well as to explore how students perceive the effectiveness of these strategies. A hybrid method, both qualitative and quantitative, was adopted to describe and investigate data from a sample of 106 technical course students at IFPI. The research was conducted experimentally, with a control group that did not participate in active methodologies and an experimental group that engaged in interactive teaching techniques, such as debates, case studies, simulations, and group activities. Questionnaires were used to understand students' perceptions of the effectiveness and clarity of the content taught. The challenges of remote learning were also examined, considering students’ adaptation to online platforms and difficulties with engagement in this format. As expected, the experimental group achieved superior academic performance, reflected in final grades that were consistent across classes (9.68, 9.6, and 9.63). These findings highlight the importance of strategies that promote active participation, favoring better knowledge retention and a more dynamic and engaging learning experience. The study concludes that the combination of traditional approaches with active teaching methods, even in a remote environment, is an effective strategy for learning genetics. The use of active methodologies not only led to better academic performance but also demonstrated increased student satisfaction and interest in the subject, indicating that merging traditional and innovative pedagogical practices can benefit the teaching of complex topics such as genetics.