Construção de dioramas como estratégia de ensino investigativo de biologia com ênfase em zoologia e no enriquecimento ambiental

• Ano de defesa: 2020
• Autor(a) principal: Bruno Augusto da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; ICB - INSTITUTO DE CIÊNCIAS BIOLOGICAS; Programa de Pós-Graduação em Ensino de Biologia (Mestrado Profissional - PROF-BIO); UFMG
• Palavras-chave em Português: Bem-estar animal; Espaços não formais de aprendizagem; Jardins zoológicos; Modelização; Ecologia; Habitat natural; Ensino - Biologia; Zoologia; Aprendizagem; Bem-estar do animal
• Link de acesso: http://hdl.handle.net/1843/36722

Currently, in the teaching of biology, the content is taught in a compartmentalized manner, with a focus on its memorization, which ends up preventing the establishment of relationships between the various topics covered in this discipline. As with other fields of knowledge in biology, the content of zoology should not be taught as a compartment unrelated to these other contents. It needs to be seen together with evolutionary and ecological approaches. The present work presents a sequence of investigative teaching that invites the student to participate in the construction of knowledge, providing the student with greater autonomy in the face of solving specific problems. Using a methodology based on the construction of models, the present work addresses a discussion related to the existence of visitation areas for wildlife such as zoos and their conditions by carrying out a practice that helps to circumvent the memorization problem and that also strengthens interdisciplinarity within biology itself. The research was carried out in a public school in the state of Minas Gerais. The evaluation of this investigative teaching sequence was carried out through a diagnostic questionnaire, a final questionnaire and the observation of the teacher. The topic of environmental enrichment was widely debated. The results obtained suggest that the protagonism of the students and their active participation, demonstrated in this sequence of investigative teaching, has enabled the association between ecological-evolutionary aspects and zoology through the construction of animal enclosure models observed in the zoo on a smaller scale for presentation at a science fair organized by the school. It is assumed that the methodology used in the construction of the didactic sequence allows the student to establish interdisciplinary relationships and their contents for the construction of knowledge.