Evidence Test as Investigative Activity About "Transgenic and DNA Recombinant DNA Technique" for High School Students

Abstract

Introduction: The Science Education by Research has become, together with the proposed Science, Technology and Society (STS), a teaching strategy the teacher to build the scientific knowledge of the student, allowing the formation of citizens with making capacity decisions. In view of the ethnic, social and technological aspects related to the advances of biotechnology, the insertion of investigative activities on the subject is essential for the training of subjects. Objective: To map, through Evidence Testing, the cognitive structure of high school students about transgenics and recombinant DNA technique and build scientific knowledge to the formation of students are able to criticize and discuss their views. Methodology: This is an experience report, with a qualitative and quantitative approach based on the description and analysis of the activities developed with the students enrolled in the 1st year of high school in a public school in the state of Minas Gerais. Results: The analysis suggests that students have incipient knowledge about GMOs. We observe the generalization of biological concepts and processes, often in disagreement with those accepted in scientific circles. Only 25.0% of the students understand the biotechnological process of producing transgenic organisms. 59.0% of learners who recognize organisms from genetic engineering do not understand the difference between genetic improvement and transgenics. However, 65.0% of the participating students are aware of possible benefits or impacts of transgenics. Conclusion: The pedagogical intervention, together with the Interactive Didactic Sequence (SDI), where the students were put to discuss in groups made possible the construction of concepts, enabling them to criticize information and reaffirm the value of research activity to detect and construct scientific knowledge.