Teaching Biology by investigation: a case study in the context of education for young adults and adults

Santos, Monique Cesnik Martins dos; Batista, Jefferson de Barros; Camarotti, Maria de Fátima; Batista, Anabelle Camarotti de Lima

doi:10.1590/S1413-24782022270059

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ARTICLE • Rev. Bras. Educ. 27 • 2022 • https://doi.org/10.1590/S1413-24782022270059 copy

Teaching Biology by investigation: a case study in the context of education for young adults and adults^* * This chapter was written based on the first author’s Master’s dissertation, by the Professional Master’s Degree in Biology Teaching at the Universidade Federal da Paraíba, Campus I.

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Teaching by investigation is characterized as a practice that aims to encourage students’ protagonism, critical thinking and autonomy. The methodological approach was quantitative-qualitative, descriptive, and made use of participant observation. The data, collected through questionnaires, led to a qualitative analysis of the students, who demonstrated motivation, leadership and autonomy in the construction of knowledge. This resulted in an affirmation measured quantitatively by the significant increase in the number of students who stated, in the questionnaire, that they “understand without difficulty” the topics covered. These results pointed to a positive evaluation of the theme and methodological approach used. At the end, the students revealed, in their perceptions and attitudes, the development of meaningful learning and the potential to multiply the knowledge built, acting as transformers of their own reality.

KEYWORDS
active methodologies; protagonism; meaningful learning

Moments	Duration	Approaches
1 Raising hypotheses	2 lessons	• Survey of previous knowledge on the subject. • Problematization. • Formulation of hypotheses.
2 Socialization of hypotheses	2 lessons	• After extra-class investigation - exposition of investigated hypotheses, information and materials obtained from research and considerations. • Encouragement of argumentation.
3 Theme and content integration	2 lessons	• Continuation of exposition of group research results. • Encouragement of integration of investigated topics with the physiology contents taught.
4 Interdisciplinarity Portuguese × Biology - Interview script - Interview*	4 lessons 3 lessons	• Exercising textual production, learning to build and structure a text according to the chosen textual genre - interview. • Using biological knowledge as content in text production. • Scheduling and conducting an interview with a Health professional - a nutritionist.
5 News - Theme and content integration	2 lessons	• Exercising reading and interpretation, based on another textual genre - the news - still in association with the Portuguese subject. • Developing the ability to synthesize and systematize information contained in the text (news) by relating it to previous knowledge, thus constructing new, broader and more elaborate explanations. • Developing oral language and reflecting on health-promoting attitudes.
6 - Interdisciplinarity Sociology and Biology	2 lessons	Understanding the relationship between socioeconomic factors and cardiovascular diseases through interdisciplinarity - allows adding other causes or factors that intervene in the reality investigated, offering more elements to expand knowledge and discussions on the subject.
7 - Integrating languages and disciplines - Biology - Mathematics - Geography	2 lessons 4 lessons 2 lessons	Integrating languages as per data contained in images, charts, tables, maps, infographics and geographic data. • Reading of laboratory and imaging tests. • Analysis of statistical data. • Analysis of the spatial distribution of cardiovascular diseases among the regions of Brazil.
8 - Action plan	4 lessons	• Planning of presentation to the school community. • Analysis of the different aspects to be considered in the presentation. • Encouraging autonomy and decision-making from the students.
9 - Health Fair	5 lessons	Time to welcome the school community, offering presentations/interventions.
10 - Critical assessment	2 lessons	Raising the students’ impressions about the pedagogical path taken.

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[1] Monique Cesnik Martins dos Santos is a Master’s student in Biology Teaching from the Universidade Federal da Paraíba (UFPB). She is a professor at the Education Departments of the state and municipality of João Pessoa (SEE-PB). E-mail: moniquenikm@yahoo.com.br

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Teaching Biology by investigation: a case study in the context of education for young adults and adults* * This chapter was written based on the first author’s Master’s dissertation, by the Professional Master’s Degree in Biology Teaching at the Universidade Federal da Paraíba, Campus I.

ABSTRACT

Teaching Biology by investigation: a case study in the context of education for young adults and adults^* * This chapter was written based on the first author’s Master’s dissertation, by the Professional Master’s Degree in Biology Teaching at the Universidade Federal da Paraíba, Campus I.