Monografia_Biologia
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/735
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Item Ensinando parasitoses com uso de fábulas(2017-12-14) Gomes, Eline Souza; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456The present research has as objective to verify the contributions brought by the use of fables in the teaching of parasitic diseases, investigating their use as alternative didactic material to favor the contextualization of the studied contents. Thus, the process involved the construction of a didactic sequence involving the use of fables addressing the three different types of educational content, conceptual, procedural and attitudinal, in addition, it is articulated in the fundamentals of Constructive Alignment and SOLO Taxonomy. The didactic sequence including the use of fables was constructed due to the observation of the lack of contextualization of the contents of sciences and Biology in Basic Education, constituting, as an alternative didactic tool to approach the theme "parasitic diseases". The study was carried out in a public school in the Center-West Region of Manaus, in a high school night class. The didactic sequence was developed in five moments, using didactic scripts, didactic texts and videos, so that it was possible to understand the main characteristics of the diseases addressed, integrating the learning objectives, the activities developed and the evaluation, in an aligned way. The sequence proved to be effective for the teaching of parasitic diseases, in order to present conceptual changes in both the quantitative and qualitative aspects of the responses, according to the SOLO Taxonomy, verified at the end of the activities. In addition to positive changes in relation to contents of an attitudinal nature, in relation to greater health care reported after the construction of knowledge about parasitic diseases. Therefore, the use of fables proved to be assertive regarding the contextualization of the studied subjects, providing an alternative way for the students to relate the contents to the narrative and thus build the knowledge from a perspective differentiated from that linked only to the language of didactic texts.