Construção do conhecimento sobre a morfologia externa das aves: abordagem teórico-prática e produção de modelos didáticos

Abstract

Science education in elementary schools obtém relies on traditional methodologies centered on memorization, which limits meaningful learning by failing to connect with students’ daily experiences. This study investigates the use of playful activities as a pedagogical strategy in teaching the external morphology of birds, aiming to stimulate interest, curiosity, and cognitive skill development. Conducted with 21 ninth-grade students from the full-time state School “Deputado Gláucio Gonçalves,” the research adopted a qualitative approach. Data collection included an initial questionnaire to assess prior knowledge, followed by a didactic sequence comprising a dialogued theoretical lesson, a demonstrative practical class, and the production of didactic models and texts. Results indicated increased student engagement, participation, and a deeper understanding of avian morphology, evidenced by more elaborate explanations and the ability to relate content to everyday contexts. Findings suggest that integrating playful and practical activities fosters meaningful learning, supports dynamic and contextualized knowledge construction, and contributes to the development of critical and environmentally conscious students.