Do gene à evolução: uma sequência didática investigativa para o ensino integrado no 9º ano

Abstract

This Final Course Thesis, developed within the context of a specialization program in Science Education, aims to design and analyze an inquiry-based teaching sequence focused on the integrated teaching of Genetics and Evolution in the 9th grade of Elementary School. The study was carried out through the development of an educational product consisting of a teaching sequence structured into nine lessons, organized progressively from basic genetic concepts to the understanding of evolutionary processes. The analysis of the proposal was conducted based on Inquiry-Based Learning frameworks, considering criteria such as the presence of problem situations, hypothesis formulation and testing, argumentation, the role of the student, and the articulation between Genetics and Evolution. The results indicate that the sequence demonstrates theoretical coherence, conceptual progression, and alignment with the Brazilian National Common Curricular Base (BNCC), incorporating investigative elements that promote active student participation. However, it also reveals an alternation between different levels of inquiry openness and limitations regarding the testability of students’ hypotheses in some activities. Although its effectiveness in real classroom contexts has not been empirically tested, the study is expected to contribute to teacher education and to the development of more integrated and inquiry-based pedagogical practices in Science teaching.