Percepções de Alunos do Ensino Médio Quanto aos Conceitos Fundamentais da Genética Básica: um Estudo de Caso

A genética é um assunto de elevada importância pelo conhecimento científco que pode proporcionar para a vida pessoal e acadêmica dos alunos. Portanto, ela é imprescindível na formação destes para que possam decidir acerca de assuntos que envolvem sua própria vida e a sociedade. Nessa perspectiva, os docentes precisam compreender como os alunos percebem a genética, o que acham das aulas, se eles atribuem alguma razão em aprender o assunto. Diante do exposto, o objetivo desta pesquisa foi verifcar quais as percepções que os estudantes do Ensino Médio apresentam sobre os conceitos fundamentais de genética e quais as difculdades apontadas por eles em aprender esses conceitos. A pesquisa foi realizada em uma escola da rede pública de Manaus/AM com duas turmas do Ensino Médio. Para a coleta de dados foram utilizadas múltiplas fontes como a observação direta, questionários e entrevistas. Para melhor analisar os dados coletados, foram elaboradas categorias relativas a cada etapa da pesquisa. Essas categorias foram desenvolvidas baseadas em todas as evidências, que foram anotadas em campo, a partir de observações, dos questionários e das entrevistas. Os dados obtidos foram analisados à luz da Análise Textual Discursiva. As conclusões apontam que, muitas vezes, o ensino em sala de aula prima apenas pela memorização de conceitos, perdendo assim a contextualização dos conteúdos. Nota-se que os alunos têm a percepção de que a genética é complexa e difícil a sua compreensão, devido ao vasto vocabulário que envolve a matéria. Uma das possibilidades de mudança desta situação foi a proposição de uma Aula Expositiva Dialogada, que é uma estratégia que vem sendo sugerida para superar o ensino tradicional, por promover a participação e o envolvimento dos alunos ao tema exposto.Palavras-chave: Ensino da Genética. Estudo de Caso. Aula Expositiva Dialogada.AbstractGenetics is a subject of great importance for the scientifc knowledge that it can provide for the students’ personal and academic lives. Therefore, it is indispensable in the formation of these so that they can decide on subjects that involve their own life and the society. From this perspective, teachers need to understand how students perceive genetics, what they think of the classes, if they attribute any reason to learning the subject. In view of the above, the objective of this research was to verify the perceptions that the High School students present about the fundamental genetics concepts and what difculties they pointed out in learning these concepts. The research was conducted in a public school in Manaus / AM with two high school classes. For data collection, multiple sources were used such as direct observation, questionnaires and interviews. To better analyze the data collected, categories related to each step of the research were elaborated. These categories were developed based on all the evidences that were recorded in the feld from our observations, from the questionnaires and the interviews. The obtained data were analyzed in light of the Discursive Textual Analysis. The conclusions show that teaching in the classroom often only requires the concepts memorization, thus losing the context of the contents. It was noted that students have the perception that genetics is complex and difcult to understand because of the vast vocabulary surrounding matter. One of the possibilities for changing this situation was the proposition of an Exposed Dialogue Class which is a strategy that was suggested to overcome traditional teaching, by promoting the participation and the involvement of the students in the exposed subject Keywords: Genetics Teaching. Case Study. Expository Dialogued Class.

Enhancement of Images of Possible Memories of Others during Exposure to Circumcerebral Magnetic Fields: Correlations with Ambient Geomagnetic Activity

On the basis of results from a special subject who reported information at a distance during exposure to weak, circumcerebral magnetic fields rotating within the horizontal plane. we designed an experiment to discern if the subjective narratives of normal people exposed to these fields could be similar to the comments of emotionally related individuals who were concurrently generating shared memories about a randomly selected stimulus. Blind matching of the comments indicated that the proportions of 44 students who accurately paired the narratives of the field-exposed subject and the comments of the stimulus person as congruent were statistically significant for 5 of the 7 pairs whose narratives were of sufficient length for analysis. The ratings for congruence of the pairs of verbal behaviors for the 7 pairs of subjects were negatively correlated ( rho = −.72) with the geomagnetic activity during the 24-hr. interval within which the experiences were conducted. The results suggested consciousness might also be an insulator to myriad stimuli which might be accessible when brain activity is modified by circumcerebral magnetic fields with temporal configurations in the order of 20 msec.