APRENDIZAGEM SITUADA E EDUCAÇÃO EM BIOLOGIA: EFEITOS DA ESTRATÉGIA DE CONTROVÉRSIA CONSTRUTIVA E DA AUTOEFICÁCIA GENÉTICA NA ATITUDE DE ALUNOS DO ENSINO MÉDIO EM RELAÇÃO A CONCEITOS DE GENÉTICA
DOI:
https://doi.org/10.14571/brajets.v18.n3.747-763Palavras-chave:
Atitude em relação aos conceitos de genética, Estratégia de controvérsia construtiva, Autoeficácia genética, Aprendizagem situadaResumo
Os Conceitos de Genética (GCs) têm recebido muita atenção nos últimos tempos devido à sua importância no desenvolvimento do ser humano e no bem-estar da sociedade em geral. No entanto, os recentes avanços na genética provocaram uma controvérsia pública significativa, em áreas como a clonagem reprodutiva, a encomenda de bebés geneticamente modificados, a terapia genética, a modificação de espécies de animais e culturas, a criação de órgãos e a determinação do sexo. Além disso, os relatórios disponíveis mostraram que os alunos exibiram uma atitude negativa em relação às GC, enquanto as intervenções anteriores não conseguiram incorporar questões sociocientíficas no ensino das GC. A este respeito, é importante formar cidadãos alfabetizados em genética que estejam equipados com a informação fundamental, atitude positiva e competências necessárias em genética, utilizando a Estratégia de Controvérsia Construtiva (CCS). O estudo foi ancorado na teoria da aprendizagem situada, adotando-se o desenho quase-experimental pré-teste-pós-teste de grupo controle, utilizando matriz fatorial 2x3. Uma turma intacta do ensino secundário, dois estudantes de ciências de seis escolas públicas, foi aleatoriamente designada para CCS (121) e estratégia convencional (119). Foram utilizados cinco instrumentos. Os dados foram analisados por meio de análise de covariância com nível de significância de 0,05. Houve efeitos principais significativos do tratamento na atitude dos alunos (F(1;215)=4,42; η2 parcial=0,02) em relação ao GC. Os participantes expostos à CCS tiveram melhor atitude em relação à GC (60,85) do que aqueles ensinados com a CS (55,15). A autoeficácia genética teve efeito principal significativo na atitude dos alunos em relação ao GC (F(2;214) = 3,12; η2 parcial = 0,03), em favor dos participantes com baixa autoeficácia genética. O tratamento e a autoeficácia tiveram efeito de interação significativo na atitude dos alunos em relação aos GCs (F(2; 213) = 3,04; η2 parcial = 0,05). A estratégia de controvérsia construtiva melhorou os conceitos de genética dos alunos do ensino secundário no estado de Oyo, na Nigéria. Os professores de biologia devem adotar esta estratégia no ensino de conceitos de genética e questões sociocientíficas relacionadas em conceitos de genética.
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