Teaching Biology

Innovative teaching strategies are fundamental in today's teaching-learning process, and these methodologies need to be present in the classroom. In biology teaching, dealing with eukaryotic cells, it is common for students to lack abstraction. To reverse this situation, didactic resources can be implemented by teachers in order to facilitate students' understanding of the subject. This text seeks to present the use of innovative teaching strategies in the cytology teaching-learning process. Therefore, we can see the teacher's need to make the classroom more dynamic, even in the face of the lack of adequate infrastructure, which sometimes occurs, it is possible with few resources to offer a meaningful and valuable lesson, enabling students to acquire autonomy over their own teaching-learning process.

Autorentext

Maria Bezerra de Sousa - Abschluss in Biowissenschaften an der Bundesuniversität Campina Grande (UFCG). Danielly de Sousa Bezerra - Abschluss in Biowissenschaften (UFCG); Master-Abschluss in Pädagogik (UERN). José Deomar De Souza Barros - Abschluss in Naturwissenschaften (UFCG); Master und Doktorat (UFCG); Lehrbeauftragter an der UFCG.

Klappentext

Innovative teaching strategies are fundamental in today's teaching-learning process, and these methodologies need to be present in the classroom. In biology teaching, dealing with eukaryotic cells, it is common for students to lack abstraction. To reverse this situation, didactic resources can be implemented by teachers in order to facilitate students' understanding of the subject. This text seeks to present the use of innovative teaching strategies in the cytology teaching-learning process. Therefore, we can see the teacher's need to make the classroom more dynamic, even in the face of the lack of adequate infrastructure, which sometimes occurs, it is possible with few resources to offer a meaningful and valuable lesson, enabling students to acquire autonomy over their own teaching-learning process.