Utilização de uma oficina pedagógica com materiais de baixo custo: uma estratégia na fomentação de saberes relacionados ao estudo de células eucarióticas

Abstract

The teaching of Cytology has its recognized importance, as it represents a relevant step towards the promotion of scientific interest, going beyond the memorization of concepts. However, the difficulties that teachers have faced in working on this subject are noticeable because it is a subject with concepts that are difficult to understand, in addition to having microscopic dimensions, structures that are not visible, needing facilitating equipment and enough time to carry out all this work. approach in which it ends up making it difficult for students to understand. Therefore, the construction of didactic models are tools that the teacher can use to display and exemplify biological structures and processes in the best way, which will favor understanding and consequently make learning more effective. The present work investigated the question “How can the use of pedagogical workshops with low-cost materials contribute to the teaching of eukaryotic cells in the 1st year of high school?” The work proposal tried to complement the traditional way in which Cytology classes are often worked, aiming at better student learning. The objective was to identify the impacts of the use of workshops for the construction of pedagogical models with lowcost materials, for students in the 1st year of high school. The research was qualitative and quantitative in a public school in the state of Amazonas with students in the 1st year of high school. A closed questionnaire containing nine cytological organelles for their identification was used as a data collection instrument, in which it was applied before and after the activities carried out. The results obtained were satisfactory in relation to learning, demonstrating the students' interest and interaction with the workshop, which reflected the improvement in performance with the final questionnaire. Given this, it is possible to state that any practical activity characterizes a good teaching strategy to be adopted by teachers, so that practical group activities, which is the case of workshops, are activities that promote greater interaction between teachers, students, and the objects of study in which it contributes to a better performance of the class.