Herança multifatorial: concepções de estudantes de ensino médio, desenvolvimento e aplicação de materiais didáticos

• Ano de defesa: 2016
• Autor(a) principal: Fontoura, Andrielli da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
• Palavras-chave em Português: Ensino de genética; Herança multifatorial; Cor da pele; Concepções prévias; Materiais didáticos; Genetics education; Heritage multifactorial; Skin color; Preconceptions; Materials didactics; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/6705

Most of the features are displayed by complex organisms results of multifactorial inheritance, such as skin color in humans. This study aimed to investigate the high school students conceptions about multifactorial inheritance and, based on the information collected, develop educational materials that promote the application of genetic concepts in everyday matters. Participated in this study 48 students from two high school classes, enrolled in two public schools in Santa Maria / RS and São Vicente do Sul / RS. The survey was conducted in three stages called application of pre-test, didactic approach and implementation of the post-test. We develop a game, a didactic model and a hypertext is recommended for high school classes. The game and the teaching model was applied by the researcher and indicate their use for classes that have studied basics of monogenic and multifactorial inheritance. The applied materials were evaluated as motivation and use of genetic concepts. The evaluation by students and teachers indicated that the proposal is challenging and useful for genetic education with good applicability to review concepts. Hypertext was developed in three versions, according to the student's reality, being a material useful for situations where you have little time to teaching content to be a practical and easy handling means. To make it more interesting and interactive activity is recommended to be done beyond reading a discussion so that students and teachers can share ideas on the subject under study. Students from both groups showed an increase in the proportion of correct answers after the application of the didactic sequence, this improvement was most notable for the students in the class had a low rate of correct answers in the pre-test which had not studied the subject multifactorial inheritance ( class 2).