COMPARANDO METODOLOGIAS ATIVAS E TRADICIONAIS NO ENSINO DE GENÉTICA NO ENSINO FUNDAMENTAL

Abstract

This study evaluated the impact of active methodologies in teaching genetics, comparing traditional expository classes and practices based on the use of active methodologies in teaching genetics. The project was conducted in four 9th-grade classes from two public schools in the rural south of Teresina-PI, involving 85 students. The classes were divided into two groups: ‘A’ (active methodology) and ‘B’ (traditional teaching). The content covered basic genetics, Mendel's First Law, and the ABO blood system over six class hours across three consecutive weeks. In group ‘A’, dynamic activities such as competitions and group problem-solving were implemented, promoting collaboration and engagement. Group ‘B’ attended traditional expository lessons and completed textbook exercises. Both groups took a final evaluation consisting of conceptual and problem-solving questions, serving as the main performance analysis tool. The results revealed significant differences. Group ‘A’ showed higher averages, greater engagement, and better knowledge retention. Only 2.9% of these students scored below the basic level, compared to 9% in group ‘B’. Additionally, 29% of group ‘A’ students achieved an advanced level, compared to only 7% in group ‘B’. The study concluded that active methodologies foster more effective and participatory learning, especially in complex subjects like genetics. The analysis, which included quantitative and qualitative aspects, highlighted the interaction between students and teachers, as well as problem-solving strategies. Expanding the use of these methodologies in different educational contexts is recommended to strengthen teaching and learning outcomes.