Seleção natural, adaptação e deriva genética: abordagem em livros didáticos, conhecimento de alunos de Biologia e uma proposta lúdica para o ensino desses temas

Abstract

Biological evolution is a subject slatted to be taught in the Biology class of Brazilian High Schools. Considering its relevance for the comprehension of the evolutionary processes that happen to living beings, and the difficulties faced by teachers when teaching evolution theory, either because of problems found on the textbooks or because of the students’ difficulties in understanding it, this study aimed to investigate three important topics in biological evolution: natural selection, adaptation and genetic drift. The objectives of the research were: a) to analyze the approach taken by Biology textbooks approved by the National Textbook Program (PNLD – 2012 and 2018) for natural selection, adaptation and genetic drift; b) to ascertain the level of knowledge of first year students in the Biological Sciences majors (bachelor’s and licentiate degrees) of the State University of Rio Grande do Norte – UERN concerning to natural selection, adaptation and genetic drift; c) to test didactic resources for teaching about natural selection, adaptation and genetic drift to students in the third grade of High School. The approach taken in the investigation is quanti-qualitative. A detailed examination of Biology textbooks was undertaken, seeking to identify: terms that could compromise the students’ possible understanding of natural selection, adaptation and genetic drift; the typology of class exercises about natural selection, adaptation and genetic drift present in textbooks; and suitability of visual aids to the texts they are connected to. Besides that, a closed-ended survey was applied to undergraduate students of Biological Sciences, as a way of collecting data about their knowledge of natural selection, adaptation and genetic drift. The didactic resources elaborated comprised two strategies for introducing the subjects of natural selection, adaptation and genetic drift, and were made with readily available and easily handled material. The results indicated that Biology textbooks use terms to explain natural selection and adaptation that can lead a student to an interpretation of biological evolution that reinforces mistaken ideas, often already present in their previous conceptions. The students’ knowledge about natural selection and adaptation are grounded by the idea of biological evolution in a Lamarckian perspective. Genetic drift is a subject poorly grasped by students. The didactic resources analyzed were beneficial to the students as they learned about natural selection, adaptation and genetic drift and enabled a productive discussion, with conceptual rectifications concerning to these themes. The research made evident that biological evolution is a subject matter that needs to be better handled in school, resulting in students’ learning, so as to overcome some previous ideas that may not correspond to scientifically held knowledge. The study also made it clear that didactic resources must be suitable as pedagogical tools that help teachers to handle evolution theory in the classroom.