Análise de estratégias didáticas propostas por um periódico brasileiro para o ensino de genética, nos anos de 2017 a 2021

Larissa Braga Rodrigues; Lucas Marinho da Silva; Fernanda de Jesus Costa; Fernanda Prieto Bruckner

doi:10.18540/revesvl5iss4pp15056-01e

Authors

Larissa Braga Rodrigues Universidade do Estado de Minas Gerais, Unidade Ibirité, Brasil
Lucas Marinho da Silva Universidade do Estado de Minas Gerais, Unidade Ibirité, Brasil
Fernanda de Jesus Costa Universidade do Estado de Minas Gerais, Unidade Ibirité, Brasil https://orcid.org/0000-0002-1517-8931
Fernanda Prieto Bruckner Universidade do Estado de Minas Gerais, Unidade Ibirité, Brasil

DOI:

https://doi.org/10.18540/revesvl5iss4pp15056-01e

Keywords:

Complementary Genetics Activities, Science teaching, Alternative Teaching Methodologies, Teaching and learning

Abstract

The teaching of Genetics in schools is challenging. Despite dealing with contemporary themes with direct application in society, the contents are considered abstract and complex, requiring different skills for their understanding. Difficulties in the teaching and learning process of genetics content can be minimized by using different teaching methodologies. The present work analyzed the publications of the “Didactic Materials” section of the journal “Genética na Escola”, from 2017 to 2021. 37 articles were analyzed according to their target audience, proposed didactic strategies, worked contents and presence of interdisciplinarity. Based on the analysis, it was verified the existence of several proposals for secondary and higher education, and a smaller number for elementary education. The publications bring differentiated didactic strategies aimed at teaching different topics in genetics, which demonstrates the relevance of using support materials for teachers, such as the journal “Genética na Escola”.