Although it is known the importance that permeates the genetics of learning for academic and
personal life of each student, this study sought to know, through the case study, if students are
aware of such relevance. Therefore, the scientific problem investigated aimed to know the
perceptions of the fundamental concepts of genetics for high school students. He sought to
understand what the difficulties pointed out by them in learning this content and also provide
a learning strategy that overcomes the traditional teaching and facilitating the study of the
basic concepts in genetics. The research was developed at a school teaching the public
network in the city of Manaus / AM with students from two classes of second year of high
school. The information was obtained through direct observation and participant
questionnaires and interviews. These data were analyzed qualitatively according to the
guidelines of discursive textual analysis. The findings show that often the teaching addressed
in the classroom material only by memorizing concepts, thus losing the context of the
concepts and without clarifying that genetics is a science that involves the everyday life of
each individual. It was noted that students have the perception that genetics is too hard to
understand it, because of the large vocabulary surrounding the matter, do not see sense in
studying the subject, except to get approval in the vestibular and are therefore uninterested in
most cases. One of the possibilities for change in this situation is the dialogue-based lecture
which is a strategy that has been suggested to overcome the traditional teaching, to promote
the participation and involvement of students on the above subject.
|
