ENZYMATIC ACTIVITY AS A DIDACTIC TOOL FOR THE TEACHING AND LEARNING OF BIOLOGY IN A CLASS OF THE FIRST YEAR OF HIGH SCHOOL IN A PUBLIC SCHOOL, LOCATED IN URUÇUÍ-PI

Abstract

For the formation of thought and assimilation of scientific contents worked in science and biology, practical classes are important tools in stimulating students through experimentation, thus enabling dialogue between the student and the world around him. The performance of students in the teaching-learning process depends directly on the methodologies used by the teacher, whose function is also to keep the students motivated to learn such content. Therefore, this paper aims to report the experience of a practical class with first year high school students from a public school in Uruçuí-PI, as well as its importance for learning the enzymatic action content in the Biology discipline. To carry out the work, all students were informed about the research, as well as its respective purposes, and took to their guardians to sign a Free and Informed Consent Form (ICF), allowing their participation. Initially, the students attended a lecture on protein content and then a pre-questionnaire with seven objective questions from the entrance exams was applied, in order to identify students' previous knowledge about the content “enzymatic activity”. Secondly, a practical class was held in the biology laboratory, related to enzymatic activity, in which the action of the catalase enzyme present in the liver in reaction with hydrogen peroxide was demonstrated under normal and altered pH and temperature conditions. After the practical class, a new questionnaire with the same questions was applied, as well as two discursive questions about the students' satisfaction with the practical classes. It was found in this research that the experiment was widely accepted, since the degree of satisfaction of the students was high, allowing to observe the content worked closer to their reality, and to observe an improvement in the performance of participants after the didactic intervention. Thus, this work is expected to contribute / show the importance of the teacher to adopt new methodologies in the school environment, such as practical classes, and to work the content dynamically, stimulating / contributing to the teaching-learning process.