This Course Completion Work aimed to investigate the impact of didactic-pedagogical strategies in Biology teaching and their influence on high school students' learning. The research was developed at the Plínio Ramos Coelho State School, located in Humaitá-AM, and used a qualitative approach, with data collection through bibliographic and field research. Thus, we perceive that the adoption of strategies that relate theory to practice and establish connections with the students' daily lives favor the contextualization of the content, making it more relevant and facilitating the assimilation of knowledge. The interaction between teacher and students was also strengthened, creating a more collaborative and stimulating learning environment. The results obtained revealed that the use of different didactic-pedagogical strategies in the teaching of Biology, contribute to a more meaningful learning on the part of the students. The implementation of different methodologies, such as practical classes, group discussions and the use of audiovisual resources, as well as playfulness, allowed for greater student engagement, stimulating their active participation, which promoted the understanding of biological concepts. Therefore, this study highlights the importance of didactic-pedagogical strategies in Biology teaching, highlighting their contribution to student learning. And, the results obtained can help educators and teaching institutions in the search for innovative alternatives that promote a more effective and motivating education, both in the field of biology and other sciences.
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