UEPS como elemento facilitador da aprendizagem significativa dos microrganismos no ensino médio

Abstract

The search for ways to make Biology teaching more efficient, so that it can contribute substantially to the learner's life is not something new, however it is not always an easy task for the teacher. In this sense, this study starts from the following questions: How is Meaninpful Learning developed through the use of a Potentially Meaninpful Teaching Unit (PMTU) in the study of microorganisms in high school? What variables could interfere in this process? To try to achieve these answers, the study had the general objective of: Investigating how the development of Meaninpful Learning occurs through the use of a Potentially Meaninpful Teaching Unit (PMTU), in the study of microorganisms in a high school class; and, as specific objectives: 1) to identify evidence of Meaninpful learning during the development of PMTU; 2) analyze the variables that can interfere in the significant learning process developed during the PMTU ; 3) verify the difficulties identified by the students in this period; 4) to verify the conceptual evolution of the students about the microorganisms studied at PMTU and 5) to identify the profitability of the contents learned by the students after 7 months of the end of the study. The study is based on the Theory of Meaningful Learning (TML) developed by David P. Ausubel, with theoretical contributions from authors such as: Moreira; Moreira and Masini; Krasilchik; Motokane; Ludke and Andre among others. A qualitative case study approach was used, using for the analysis of elements of the Textual Discussion Analysis developed by Moraes and Galiazzi. Questionnaires were analyzed (pre and post-test in addition to a final test), with categories defined both a priori and emerging ones for the construction of the meanings contained in the students' answers. The study was able to show that after the application of PMTU there was a considerable evolution of the studied concepts, in the comparison between the tests, mainly in the characteristics category that went from 58 to 92 the amount of concepts cited by the students, regarding the evidence of the majority of the students expressed having developed at least one of the described categories, about 42.1%, 3 students reached the four categories 7.8%. However, some 15.7% were unable to express evidence of in the analyzed material. Time was considered the main variable capable of interfering in the development of, some difficulties arose on the part of students in meaningful understanding of the content, such as lack of prior knowledge, predisposition to learn, an epistemological obstacle. In conclusion, it was possible to characterize evidence of on the part of some students, demonstrating that the PMTU was effective, because even in the face of the adversities present in the school quotient, identified in the studied context, through the activities developed and applied during the development of the PMTU , the apprentices managed to give greater meaning to the studied content, assigning meanings and explaining that they had progressed, in addition to this conceptual evolution, the AS made it possible for some students to retain the studied content, after 7 months of applying the PMTU. In this way, can be achieved in diverse contexts, subject to daily variables, through the structuring and implementation of teaching methods and instruments based on what the PMTU proposes.