KNOWLEDGE, PERCEPTIONS AND TEACHING METHODOLOGIES OF PUBLIC-SCHOOL TEACHERS OF URUÇUÍ (PI) RELATED TO THE TEACHING OF GENETICS IN BASIC EDUCATION

Abstract

In view of the constant propagation of topics involving Biology on social media and other segments, we sought to know the reality of public-school teachers in Uruçuí-PI related to genetic teaching. For data gathering, an electronic questionnaire was used, using the Google Forms and Whatsapp® platform for distribution among the respondents. The data analysis was constituted of a descriptive approach of the analyzed variables, in terms of relative frequencies and number of citations. A total of 10 teachers participated in the survey, among them 60% were female. All the participants have already taught genetics in basic education, however, only 50% have specific training. Regarding teacher training, 40% of the participants answered that the subject was taught properly, 10% reported that they did not learn enough and the remaining 50% stated that the content was taught inappropriately. When asked if they liked to teach genetics, 80% said it was the area they liked most in Biology, while 10% found it not bad and the remaining 10% said it is one of the contents they least like to teach. Regarding the difficulties they encounter in teaching genetics, 80% responded that they feel little or no difficulty in teaching the content, while 20% have a lot of difficulty. In view of the data collected, it was possible to observe that the high percentage rate in the specific formation of students can directly influence the methodological proposals to be used. In terms of difficulties in teaching, no great difficulties were observed with regard to content delivery. Genetics is a very important topic for the development of various segments of society. With the results obtained, it is expected to contribute to the discussion of strategies to be used in the promotion of greater effectiveness in the teaching and learning of genetics.