EXPANDED CELL TEACHING MODEL AS A TOOL FOR DISCUSSING CELLULAR BIOLOGY CONTENT IN HIGH SCHOOL

Abstract

Despite the various methodological possibilities, the discipline of biology is still worked on in the context of basic education, mostly in a traditional way.There is na even greater need for methodological diversification in contents that present a high level of complexity, abstraction or difficulty in understanding, such as cell biology.Thus, the diversification of teaching strategies, allow the teacher to value different learning styles, and enable the inclusion of students as participatory agents in the construction of their own knowledge.Thus, this work aims to evaluate the use of the expanded cell didactic model as tool for the discussion of cell biology content in the context of high school. This research is classified as descriptive, of a quantitative and qualitative nature, and its target audience is students in the second year of high school at a Federal Education Institution located in Uruçuí-PI.The research objectives were presented to the students and na invitation to participate was made. The student’s participation was only made effective by agreeing to a Free and Informed Consent Form (TCLE) for adults, or a Term of Responsibility (TR) for those responsible for participating minors.After acceptance, the participants answered questionnaire one (Q1) which contained questions that sought to know perceptions related to playfulness and cell biology, as well as questions from Brazilian entrance exams that sought to assess the students’ prior knowledge on the subject.After applying Q1, a class was held that replicated the main structures of eukaryotic cells in a room with a perimeter of 11.8 meters, providing the student with the feeling of immersion in the cell itself. After the class, questionnaire two (Q2) was applied, containing the same questions from the entrance exam applied in Q1, together with questions that sought the students’ perception of the teaching tool applied in the classroom. For data analysis, percentage comparisons of the participants’ responses were performed and, for the entrance exam questions, statistical analysis was performed using the McNemar test. From the analyses, improvementes were observed ind the percentage of correct aniversário for all questions showing that the class that used the enlarged cell as a teaching tool for diacussing cell biology content was effective, and massive approval of the students to the applied teaching method, and that this interfered positively in the learning of the proposed contents. In this way, we emphasize the importance of methodological diversification and the insertion of more attractive and playful classes, in search of meaningful learning, and that redefines the construction of knowledge.