SCIENCE TEACHING THROUGH RESEARCH: A DIDACTIC PROPOSAL TO ASSIST IN THE DEVELOPMENT OF CONTENTS ON EVOLUTION

Abstract

Science teaching through investigation enables student involvement with scientific problems, making learning more interesting and motivating. Starting from the principle that evolution is the central axis of biology and considering the need to create pedagogical activities within high school training itineraries, this work aimed to analyze the potential of teaching through investigation in biology classes, with themes in the evolutionary bias, aiming to provide autonomy to the student in the construction of critical thinking within the new high school itinerary. The investigative activity was carried out with four classes from the new High School, within an itinerary of in-depth Biology, totaling 103 students. The content covered was Evolution and the activity was organized according to the following didactic sequence: solving the problem by groups, systematizing the knowledge developed and describing the results of the work. During the presentation of possible answers to the problem, students mobilized their previous knowledge and proposed ideas. All phases were important for building the final result. Inicial student resistance to the investigative teaching methodology was observed, however, throughout the activity, there was a significant increase in interest and understanding, reflecting the success of the approach in developing scientific skills and engaging students in research practices. It was necessary to encourage students and highlight their potential in each of the stages so that the final part was a moment of success. The feedback was positive and many students felt confident about the relationships established between the different contents.