Banca de DEFESA: Marianna Carrijo Alves Madureira Valentin

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Marianna Carrijo Alves Madureira Valentin
DATE: 20/07/2022
TIME: 09:00
LOCAL: Videoconferência
TITLE:

MOTIVATION AND PERCEPTION OF THE LEARNING OF HIGH SCHOOL STUDENTS AFTER APPROACHING HELMINTHIASIS IN LECTURES AND ACTIVE METHOD PEER INSTRUCTION

 

KEY WORDS:

Investigative teaching. Biology Teaching. Active method. Helminthiases.

PAGES: 93
BIG AREA: Ciências Biológicas
AREA: Biologia Geral
SUMMARY:

The disinterest and lack of motivation of students harm teaching and learning and constitute challenges faced by teachers today. In Brazilian high school, the dialogued lecture method is the most used for teaching Biology, even in the face of many questions about its effectiveness and limitations, since the simple exposition of the contents stimulates the passivity and individuality of the student. In this context, active teaching and learning methods are pointed out as promising strategies for the development of autonomy, proactivity, critical thinking and collaborative work among students. This research aimed to compare the motivation and perception of learning of 108 students from the third grade of high school at Colégio Estadual da Polícia Militar de Goiás Mansões Paraíso, in the city of Aparecida de Goiânia, GO, submitted to the lecture and the active method. of Peer Instruction/IpP. In the first stage of the study, the theme “Helminthiasis – schistosomiasis, taeniasis and cysticercosis” was addressed through a dialogic expository class; in the second stage, the topic “Helminthiasis – ascariasis, hookworm, filariasis and oxyuriasis” was addressed through the active IpP method. All students participated in both stages, but 50% answered the questionnaire on motivation and perception of learning after the lecture and the other 50% answered the same questionnaire after the IpP method. Data were compared using Fisher's Exact test (95% CI). In the results, no significant differences were observed regarding motivation to learn. However, regarding the perception of learning, students felt more secure in the IpP method. We conclude that the application of the IpP method in Biology teaching was not impaired in comparison to the expository method. We believe that the expository method in a dialogic way and the active methods, in particular the IpP, can value the different ways of learning, involving the student in his learning process.

BANKING MEMBERS:
Externa à Instituição - ANA MARIA LEOPERCIO PONTE - UFC
Interno - 2335007 - JOAO PAULO CUNHA DE MENEZES
Presidente - 2733012 - JOSE EDUARDO BARONEZA
Interna - 1153038 - SILVIENE FABIANA DE OLIVEIRA