O ensino de genética mendeliana na educação básica de Mato Grosso sob a perspectiva de professores

Abstract

Among the Biology content applied in high school, topics on genetics are among the most challenging, both for students and teachers, due to the large number of concepts and difficulties in understanding and assimilating. Such difficulties hinder the acquisition of scientific knowledge, the development of students' conceptual thinking and the use of these concepts in situations outside the school context. Considering these facts, this study aimed to evaluate the teaching of Mendelian genetics in basic education, seeking to understand teaching practices related to the teaching of Mendelian Genetics and identify possible difficulties and limitations from the perspective of Science and Biology teachers in high school in State of Mato Grosso. To this end, a data collection survey was carried out using an online questionnaire aimed at Science and Biology teachers. 46 teachers working in basic education in different municipalities in the state participated in this research. Quali-quantitative analyzes of a descriptive and interpretative nature of the responses revealed that science and biology teachers who work in basic education have limitations and difficulties in carrying out their teaching practices in teaching Mendelian genetics. The data shows that despite efforts to promote relevant learning, most teachers have limitations in complying with the teaching schedule and meeting the demands of their students. The problems identified are due, in part, to the factors: unsatisfactory initial teacher training and scarce continuing training, reduction in the number of biology classes, student learning lag in previous grades and scarcity of teaching science laboratories and teaching materials.