Banca de DEFESA: ELAINE PÉRES DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELAINE PÉRES DA SILVA
DATA : 28/10/2021
HORA: 08:00
LOCAL: Ambiente Virtual (Google Meet)
TÍTULO:

 

BIOLOGICAL LEARNING NEEDS FOR HIGH SCHOOL STUDENTS AT A STATE SCHOOL IN TANGARÁ DA SERRA- MT

PALAVRAS-CHAVES:

 

Teaching-Learning of Biology, Learning Needs, High School.

PÁGINAS: 142
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
RESUMO:

The objective of the research was to study the learning needs of biological knowledge among high school students from a public school, in Tangará da Serra, Mato Grosso. The research problem was to know what are the learning needs of biological knowledge of high school students from a public school, which would allow the planning of pedagogical intervention? Assuming that among high school students there are difficulties in the construction of biological knowledge that constitutes indicators of learning needs and, therefore, required pedagogical intervention to better promote scientific learning. For this, we adopted as methodological procedures the bibliographic analysis, for systematic literature review, and the survey with the application of a questionnaire through the SurveyMonkey system. The data obtained with a questionnaire were treated using basic statistics with frequency analysis and graphs. And, both in the bibliographic analysis and in the few qualitative questions inserted in the questionnaire, the data were analyzed using the Content Analysis technique (Bardin, 2018), for categorization. The research universe consists of 1,129 high school students (from the 1st to the 3rd year), which resulted in a sample of 247 participants, through the snowball sampling. The Covid-19 Pandemic factor interfered with the research process, since most students do not have access to the internet at home. The results of the research show that when there is no learning of the biological knowledge of the 247 participating students (except for those who did not answer some questions): in relation to the content of the discipline: 180 students answered that it was “a complex subject of difficult to understand ”; in relation to the teacher: 119 of them affirm that “they do not understand what the teacher teaches” and 55 that “they do not like the teaching methodology used by the teacher”; in relation to the class (class): 111 state that “the class is undisciplined and hinders the progress of classes”; in relation to the family: 197 students stated that they had no family problems that would hinder the development of learning. As for the level of difficulty in learning Science / Biology content: of the 244 that answered question 85, they said they were medium and 36, low level. And, that the contents of greatest learning difficulty, who would like to do revision studies, are those of cytology and human reproduction, 61 out of 163 that answered the question and the plant kingdom and biological nomenclature 30 out of 82. Therefore, the data corroborate with the hypothesis, since among the research participants there are indicators of needs that require pedagogical intervention to mitigate the construction of biological knowledge, for the development of scientific skills.

MEMBROS DA BANCA:
Presidente - 131867001 - Kilwangy Kya Kapitango-a-Samba
Interno - 83168001 - FATIMA APARECIDA DA SILVA IOCCA
Externo ao Programa - 118802007 - HILTON MARCELO DE LIMA SOUZA
Externo à Instituição - ELIO CARLOS RICARDO - USP