Contribuições da aprendizagem baseada em projetos para o ensino de biologia e o desenvolvimento de habilidades e competências para o século 21
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Data
2020-09-21
Autores
Soares, Renan Farias
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Universidade Estadual Paulista (Unesp)
Resumo
Um dos obstáculos enfrentados pelos docentes é a dificuldade dos alunos em manter a concentração por períodos superiores a 20 minutos em aulas expositivas. Além disso, a tendência atual é que o ensino propicie, não apenas a aprendizagem de conteúdo, mas o desenvolvimento de habilidades e competências. A Aprendizagem Baseada em Projetos (ABP) é uma metodologia que torna as aulas mais participativas, colaborativas e permite que os estudantes aprimorem competências, habilidades e atitudes. Deste modo, o objetivo do presente projeto foi verificar a aquisição de conhecimento e o desenvolvimento das competências gerais da BNCC em estudantes do Ensino Técnico Integrado ao Médio a partir de uma Sequência Didática (SD) fundamentada na ABP para a produção de jogos didáticos. A SD foi elaborada após a verificação dos conhecimentos espontâneos dos estudantes. Os levantamentos da aprendizagem do conteúdo e do desenvolvimento das competências e habilidades foram realizados por meio de observação direta intensiva e extensiva, por observação e questionários, respectivamente. Para complementar, foram utilizadas fichas de avaliação de desempenho e diários de bordo. Os resultados demonstraram que, além de possibilitar o aprendizado do conteúdo Bactérias e Saúde humana, a SD utilizada a partir das premissas da ABP permitiu o desenvolvimento de nove competências gerais da BNCC. Os achados relatados se mostram bastante favoráveis à utilização da ABP para o ensino de biologia e demonstra que metodologias alternativas às tradicionais são imprescindíveis para uma melhor eficiência no ensino e aprendizagem de jovens, bem como, para o desenvolvimento de competências fundamentais para a formação do cidadão do século 21. Entretanto, é primordial que os docentes recebam apoio para desempenhar de maneira adequada as propostas da BNCC. Além disso, espera-se que essa pesquisa possa estimular mais estudos semelhantes em diferentes contextos.
One of the obstacles faced by teachers is the students' difficulty in maintaining concentration for periods longer than 20 minutes in expository classes. In addition, the current trend is for teaching to provide not only content learning, but the development of skills and competences. Since Project-Based Learning (PBL) is a methodology that makes classes more participatory, collaborative and allows students to improve skills, abilities and attitudes, the objective of this project was to verify the knowledge acquisition and the development of general BNCC competences in students of Technical Education Integrated to High School from an Didactic Sequence (DS) based on ABP for the production of educational games. The DS was developed after checking the prior knowledge of the students. The surveys of content learning and the development of competences and skills were carried out by means of intensive and extensive direct observation, by observation and questionnaires, respectively. In addition, performance assessment sheets and logbooks were used. The results demonstrated that, in addition to enabling the learning of Bacteria and human health content, the DS used from the premises of the PBL allowed the development of nine general BNCC competences. The reported findings are quite favorable to the use of PBL for teaching biology and demonstrates that alternative methodologies to the traditional ones are essential for a better efficiency in teaching and learning young people, as well as for the development of fundamental skills for the formation 21st century’s citizens. However, it is essential that teachers receive support to adequately carry out the BNCC's proposals. In addition, it is hoped that this research can stimulate more similar studies in different contexts.
One of the obstacles faced by teachers is the students' difficulty in maintaining concentration for periods longer than 20 minutes in expository classes. In addition, the current trend is for teaching to provide not only content learning, but the development of skills and competences. Since Project-Based Learning (PBL) is a methodology that makes classes more participatory, collaborative and allows students to improve skills, abilities and attitudes, the objective of this project was to verify the knowledge acquisition and the development of general BNCC competences in students of Technical Education Integrated to High School from an Didactic Sequence (DS) based on ABP for the production of educational games. The DS was developed after checking the prior knowledge of the students. The surveys of content learning and the development of competences and skills were carried out by means of intensive and extensive direct observation, by observation and questionnaires, respectively. In addition, performance assessment sheets and logbooks were used. The results demonstrated that, in addition to enabling the learning of Bacteria and human health content, the DS used from the premises of the PBL allowed the development of nine general BNCC competences. The reported findings are quite favorable to the use of PBL for teaching biology and demonstrates that alternative methodologies to the traditional ones are essential for a better efficiency in teaching and learning young people, as well as for the development of fundamental skills for the formation 21st century’s citizens. However, it is essential that teachers receive support to adequately carry out the BNCC's proposals. In addition, it is hoped that this research can stimulate more similar studies in different contexts.
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Palavras-chave
Ensino de Biologia, Competências Gerais da BNCC, Aprendizagem Baseada em Projetos, Microbiologia, Bactérias e saúde humana, Biology teaching, Project-Based Learning, Microbiology, Bacteria and human health, General BNCC competences