O uso de atividades didático-experimentais para o ensino de respiração celular

• Ano de defesa: 2020
• Autor(a) principal: Queiroz, Jacqueline Santos Ferreira de
• 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: Biologia; Ensino médio; Metabolismo energético; Investigação; CNPQ::CIENCIAS BIOLOGICAS; Biology; High school; Energy metabolism; Research
• Link de acesso: http://ri.ufmt.br/handle/1/2413

In the Biology’s teaching, there is a multitude of content to be taught, with a multitude of prerequisites and concepts, often abstract and distant from the student's experience. To live and acting in a society governed by information, the individual must learn to learn, to continue learning and thus, transform the environment and its experiences. In Biology, cellular respiration is the concept involved in obtaining energy by living beings, a process loaded with abstract concepts, shared with Chemistry and Physics, but which do not always talk to each other in the classroom. This is a theme that requires integrative work, which includes knowledge of Chemistry and Physics about energy for a better understanding. The goal of this study was to develop a proposal for investigative didactic-experimental activities for teaching cellular respiration, thus contributing to a better understanding of the energy metabolism of living beings, relating it to the forms of energy necessary for the maintenance of living systems. and how chemical reactions are able to transfer energy between molecules. A bibliographic search of the works available on the internet was carried out, published and with free access, the elaboration of the activities proposal in the form of a Guide, a qualitative research on the difficulties of teachers in teaching Biology, and the evaluation of the Guide by teachers of High School Biology. In the survey answered by teachers, Cell Biochemistry, Genetics and Energy Metabolism were the subjects most cited as challenges in the teaching of Biology, cell respiration was considered an object of knowledge of difficult development, the teaching strategy for this concept is predominantly the expository class and the use of images, animations and software. The guide was considered investigative, relevant, and applicable by most teachers.