INTERVENTION WITH TEACHING MODELS IN TEACHING-LEARNING PROCESS ABOUT THE HUMAN EMBRYONIC DEVELOPMENT: A CONTRIBUTION TO THE TRAINING OF GRADUATES IN BIOLOGICAL SCIENCES
DOI:
https://doi.org/10.5902/2179460X15921Keywords:
Teaching models. Human embryology. Teaching. Learning.Abstract
http://dx.doi.org/10.5902/2179460X15921
This research consists in analyzing the pedagogical potential of three-dimensional teaching models, which were used in lessons of Human Embryology with a class of graduate students in Biological Sciences at Federal University of Santa Maria (UFSM), RS. Such intervention was conducted after theoretical and microscopy’s classes related to early human embryogenesis. For data collection, an illustrated test with closed and semi-structured questions was applied at three different times: before classes of Human Embryology (pretest), after the theoretical and microscopy’s classes (post-theory test) and after classes with embryological models (post-intervention test). The data were analyzed qualitatively and quantitatively. This analysis showed that the sample performance in post-intervention test was considerably higher than in earlier applications. It is considered therefore that the intervention using models contributed significantly to the process of teaching and learning related to human embryonic development, which contributed to the sample to obtain a better appropriation of that knowledge. In this sense, it is remarkable the importance of building and/or using such resources in initial and continuing teacher training, to allow such tools to be effectively used in different levels of teaching of science.
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