RESUMOO objetivo do artigo foi analisar o desenvolvimento e aplicação de modelos didáticos para o ensino e a aprendizagem de divisão celular. Os modelos didáticos, de baixo custo e fácil obtenção, foram aplicados com 30 alunos no 8º ano do ensino fundamental de uma escola pública de Timon, MA. Os dados foram coletados por meio da aplicação de um pré-teste, observações dos pesquisadores e pós-teste. O pré-teste avaliou os conhecimentos após as aulas teóricas e o pós-teste como os conteúdos foram compreendidos pelos alunos com a utilização dos modelos didáticos. O uso dos modelos didáticos mostrou-se eficiente. O índice de acertos no pré-teste foi de 45% e após a intervenção metodológica passou a ser de 84%. Os resultados mostram que os alunos desenvolveram habilidades para reconhecer e perceber as mudanças nas estruturas dos cromossomos durante as divisões celulares, compreendendo mitose e meiose de forma mais clara. Através dos modelos didáticos os estudantes tornaram-se construtores de seus conhecimentos. Conclui-se que, a modelização didática aplicada aos conteúdos conceituais de divisão celular permitiu uma melhor apresentação do modelo conceitual da mitose e meiose para os alunos. ABSTRACTThe objective of this article was to analyze the development and application of didactic models as strategies for teaching and learning about the cell division process. The didactic models, with low cost and ease of obtaining, were applied with 30 students from the 8th grade of an elementary school in Timon, MA. The data were collected through the application of a pre-test, observations of the researchers, and a post-test. The pre-test evaluated the students' knowledge after the theoretical lectures, and the post-test determined how the students used the didactic models to understand the contents. The use of didactic models was efficient. The index hits in the pretest was 45%, and after the methodological intervention, it was 84%. The results showed that students have developed abilities to recognize and perceive the changes in the chromosome structures during cell divisions, understand mitosis and meiosis more clearly. Through the didactic models, the students became constructors of their own knowledge. Therefore, it was concluded that didactic modeling applied to the conceptual contents of cell division allowed a better teaching method of the conceptual model of mitosis and meiosis for elementary students.
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