| Autor: |
Xaiane Martins Silva Freitas, Hiléia Monteiro Maciel-Cabral, Cirlande Cabral da Silva |
| Jazyk: |
portugalština |
| Rok vydání: |
2020 |
| Předmět: |
|
| Zdroj: |
Educa, Vol 7, Iss 17, Pp 452-468 (2020) |
| Druh dokumentu: |
article |
| ISSN: |
2359-2087 |
| DOI: |
10.26568/2359-2087.2020.4142 |
| Popis: |
The question of the teaching and learning of the Central Dogma of Molecular Biology is extremely complex since it requires of the student a theoretical contribution and a degree of abstraction that goes beyond what he is accustomed to. The research aimed to analyze which alternative methodologies effectively collaborate for the teaching and learning of the Central Dogma for high school students. The research was conducted at the Federal Institute of Amazonas in two classes of the second year of high school that were divided into two groups, one group for the application of alternative models and the other not. Regarding the use of facilitating materials, it was observed that they are of great relevance, since they make these classes more understood and dynamic, being this perceived through the evaluation instrument applied in this research. Therefore, it is up to the teacher, as a mediator of knowledge, to develop skills to identify the different ways of learning of his students and adapt their methodologies to lead them to learn to make the process of teaching and learning much more dynamic and pleasurable, chiefly in the case of a complex subject such as the Central Dogma. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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