Modelos virtuais e modelagem didática : uma abordagem significativa para o ensino da embriologia animal : do zigoto à neurulação

• Ano de defesa: 2022
• Autor(a) principal: Silva, Carlos Faria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: Sequência didática; Aprendizagem significativa; Materialismo sócio; Histórico dialético; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Following teaching; Meaningful learning; Dialectical socio; Historical materialism
• Link de acesso: http://ri.ufmt.br/handle/1/5783

The scope of this work is a study that seeks to understand the contributions of a teaching proposal through a Didactic Sequence (SD) that have as mediating instruments the use of a website with simulators, animations and modeling as auxiliary resources in the teaching animal embryology - from zygote to neurulation. The study was carried out remotely in a school in the capital Cuiabá-MT, with the participation of twelve students from the first year of high school and, for the evaluation of DS, the students of this research and the participation of five teachers were considered. The investigation has as its theoretical construct important concepts such as praxis, dialectics, constructivism, socio-historical context, action – reflection-action, these converge to a philosophical line of dialectical socio-historical materialism. The assumptions of the Theory of Meaningful Learning (SAT) by David Paul Ausubel were considered, where the students' previous knowledge (subsumers) will serve as a support point for the presentation of new information and also the Vinholi Junior Method in the categorization of this knowledge. The results of the investigation showed from the analysis of the results obtained through the questionnaires applied before and after the application of the SD that most of the students showed advances in their learning in relation to what was observed in the initial questionnaire.