"Use of the problematization methodology in the teaching and learning of the male reproductive system in high school".
Biology Teaching. Teaching by Research. Didactic Sequences
The teaching of Biology has many challenges, one of them being the way it has traditionally been offered, with the memorization of content, complex and usually offered in an expository and non-integrated way. In this context, students assume a passive and non-critical position, not applying the content learned to their reality. In this work, we propose the elaboration of didactic sequences using the investigative teaching approach and the problematization methodology. The chosen subject was the male reproductive system and students are invited to participate in the process of knowledge construction, from the formulation of hypotheses to solve a problem situation to the investigative study and elaboration of new hypotheses, based on the aggregated knowledge. The sequences were elaborated, applied and evaluated and can be applied by other teachers in other school contexts, always with a view to the students' meaningful learning and their interlocution with reality. The students' perception of motivation with the application of the sequences was evaluated by a questionnaire adapted to a validated perception scale, whose answers, on a Likert scale, were presented by means of percentage frequencies. Content analysis of the initial and final hypotheses formulated for the problem situations was also carried out, as well as the criticisms and suggestions given to the project. Thus, in this work, we seek to encourage the protagonism of students in the construction of knowledge that dialogues with their reality.