Mediação de aulas práticas no museu: estratégias para fortalecer a aprendizagem no ensino médio

Abstract

Seeking appropriate methods to stimulate the cognitive and live experiences in teaching science and biology in non-formal teaching environments can help with the fixation of content and improvements in student learning. In this context, the present work was formulated to evaluate how the UFRN Morphological Sciences Museum (MCM) can contribute to the learning of high school students about human morphology through practical classes. This museum space, here also recognized as a non-formal educational space, has a vast collection of formolized, taxidermied and also plastinated pieces, organized in three exhibition rooms: Human Morphology, Marine Fauna and Animal Biodiversity, and has the presence of monitors capable of leading visitors on a fascinating journey of knowledge. Thus, 63 (sixty-three) students from 6 (six) classes of the 3rd year of high school at the Edgar Barbosa State School, located in the city of Natal/RN, participated in the research. Initially, the students' prior knowledge was assessed through questionnaire 1, which also served as a guiding element for the preparation of the theoretical class. In the second moment, the biology teacher of the classes taught a theoretical lesson in the classroom on the morphology of the human protection system, and after 24 hours the students answered questionnaire 2 containing 10 (ten) multiple choice questions, referring to the subject. studied. In the third moment, the students participated in a practical class in the MCM auditorium on the aforementioned system, this time being taught by the museum's monitors. At MCM, students were separated into groups and in regular sequences at a stand, organized with various anatomical pieces (synthetic, formaldehyde and/or plastinated), where they received information passed on by the monitor about a region of the respiratory system, having access to vision and/or tattoo of available pieces. After 24 hours of the practical class, students responded to questionnaire 3, identical to the previous one, aiming to quantify and compare the results between these two moments. There was a statistically significant difference between the answers to questionnaires 2 and 1, 3 and 1 and no difference between the answers obtained in questionnaires 3 and 2. Thus, we understand that the MCM can contribute to strengthening learning for high school students, showing- It is important for the school community, as a non-formal teaching space.