Expressão gênica, pré-requisito para o ensino de genética : dificuldades e soluções

• Ano de defesa: 2020
• Autor(a) principal: Costa, Marivalter Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Biociências (IB); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Biologia em Rede Nacional - PROFBIO
• Palavras-chave em Português: Material genético; Fenótipo; Livros didáticos; Animações; CNPQ::CIENCIAS BIOLOGICAS; Genetic material; Phenotype; Didatic books; Animations
• Link de acesso: http://ri.ufmt.br/handle/1/2414

The success of the study of Mendelian Genetics in high school, necessarily depends on a good foundation of its initial concepts. In turn, for a meaningful understanding of these concepts, it is necessary to link them to issues related to Molecular Genetics, such as the structure of genetic material and its expression. The shared study of the two areas, and using Molecular Genetic animations, represents an important pedagogical intervention strategy, in the sense of making these concepts less abstract and more palpable to students. This work aims to analyze the effectiveness of the shared study, as well as to test the effectiveness of using replication animations and gene translation to better understand concepts such as gene, genotype and phenotype. A catalog containing animations and suggestions on how to link the concepts of the two areas was developed as an educational product. The work had a qualitative and quantitative approach and took place in a public school in Primavera do Leste, MT, with 98 students from the 3rd grades of EM. First, an analysis of didactic books was carried out, regarding the structuring and ordering of the subjects of Genetics. Through three performance tests on the basic concepts of Genetics, after its isolated study, shared study and this with the use of animations. The analysis of the books also revealed a distance from the study of the two areas. With the shared study and, later with the use of animations, it provided gain in the use of the understanding of the basic concepts of Mendelian Genetics. The data obtained show the importance of structuring the prerequisites for anchoring new knowledge, in this case, the genetic concepts, making them more understandable and, consequently, attenuating the failure observed in public schools in the teaching of Genetics.