Título:	Abordagem para o aprendizado científico no ensino médio : o fenômeno do preparo para o estresse oxidativo (POS) nos animais invertebrados como exemplo da construção do conhecimento
Autor(es):	Martins, Francisco Gadelha Araujo
Orientador(es):	Campos, Élida Geralda
Assunto:	Stress oxidativo Blogs Ensino médio Biologia - estudo e ensino Tecnologia educacional
Data de publicação:	29-Jun-2020
Data de defesa:	29-Mai-2020
Referência:	MARTINS, Francisco Gadelha Araujo. Abordagem para o aprendizado científico no ensino médio : o fenômeno do preparo para o estresse oxidativo (POS) nos animais invertebrados como exemplo da construção do conhecimento. 2020. vi, 84 f. Dissertação (Mestrado Profissional em Ensino de Biologia) -- Instituto de Ciências Biológicas, Universidade de Brasília, Brasília, 2020.
Abstract:	The phenomenon "Preparation for Oxidative Stress" (POS) occurs in some vertebrate and invertebrate animals by inducing severe environmental conditions, in situations where oxygen concentrations are low (hypoxia) or there is an absence of oxygen (anoxia). During oxygen metabolism reactive oxygen species (ROSs) are produced, which can damage cells. Blogs are widely used tools in virtual media. The objective of this work was to build a blog about POS in invertebrates and produce a didactic sequence related to the use of the blog in education for the study of biochemistry in high school. The didactic sequence, consisting of four 50-minute classes, was applied to students of the 3rd year of high school at Centro Educacional 11 in Ceilândia, administrative region of the Federal District, in two moments, in the first and second semesters of 2019. The blog about the POS contains explanations about ROS, antioxidants and examples of invertebrate animals that perform the POS. This information was presented on the blog in different forms, such as texts, videos and games. The investigative character of SD was explored in the activity in which students discussed the subject on the school's Facebook, before using the blog, and described their doubts, asked questions and provided answers among themselves. At the next meeting with the teacher, the information on the Facebook discussion was re-visited in the classroom. Two tests were applied with questions on the subject for the students, one test before using the blog and another after using the blog. The results showed that there was an increase from 28% to 85% in the use of correct answers in the test in the first application, and from 41% to 77% in the second application. These results indicate that the innovations made in the classes through the inclusion of technological tools used in the blog, and the didactic sequence developed contributed to a greater understanding of the student about the content covered. The students also made a qualitative assessment of the classes, using an anonymized form available on the blog. The analysis of the responses indicated that the majority of students made a positive assessment of the teaching methods used. With this new tool we hope to achieve a greater didactic function on the construction of knowledge in high school biology classes, providing students with knowledge of the POS and getting closer to the scientific knowledge built in universities.
Unidade Acadêmica:	Instituto de Ciências Biológicas (IB) Departamento de Biologia Celular (IB CEL)
Informações adicionais:	Dissertação (mestrado) — Universidade de Brasília, Instituto de Ciências Biológicas, Departamento de Biologia Celular, Programa de Pós-graduação stricto sensu em Ensino de Biologia em Rede Nacional, Mestrado Profissional em Ensino de Biologia, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional, Mestrado Profissional
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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