PREVENTION ON DISPLAY

INVESTIGATIVE TEACHING SEQUENCE AS A MEANS FOR PREVENTING SEXUALLY TRANSMITTED INFECTIONS (STIs)

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DOI:

https://doi.org/10.18316/recc.v29i3.11482

Abstract

Biology is an autonomous science with its own characteristics that must be considered in its teaching as a school subject. One way to make Biology more accessible in teaching and learning is through the Investigative Teaching Sequence approach, which can be developed through Sequences of Teaching by Investigation. Among the biological topics, the Prevention of Sexually Transmitted Infections (STIs) is relevant for adolescent health. Preventive health is addressed by the United Nations through Sustainable Development Goal (SDG) 3, which focuses on health and well-being. According to the Ministry of Health, the Northeast region is one of the regions with high contamination rates for some STIs (Brasil, 2022a; Brasil, 2022b). Therefore, the question arises: How can a Sequence of Teaching by Investigation aid in the Scientific Literacy of students in preventing Sexually Transmitted Infections (STIs)? We aim to analyze whether a Sequence of Teaching by Investigation can enhance students' Scientific Literacy in STI Prevention. The Sequence of Teaching by Investigation, titled “Prevention on Display” was implemented with 1st-grade students at a full-time state school in Alagoas, Northeaster, Brazil. A qualitative approach was employed through a case study conducted in an exploratory manner, and Content Analysis was used for data analysis. Through Teaching by Investigation, students organized formal knowledge, solidified their initial knowledge, and corrected misconceptions related to STI prevention measures. Students recognized prevention methods such as condom use, regular check-ups, and open dialogue with sexual partners. Thus, the Sequence of Teaching by Investigation can be an effective tool in promoting Scientific Literacy, which is crucial for STI prevention, allowing students to construct knowledge about the range of actions that can prevent the spread of these infections.

 

Keywords: Nature of Biology; Biology Teaching; Prevention of Sexually Transmitted Infections; Teaching by Research.

Author Biographies

Gilberto Costa Justino, Universidade Federal de Alagoas

Gilberto Costa Justino é Doutor em Biologia Vegetal pela Unicamp. Professor da Universidade Federal de Alagoas, Grupo de Pesquisa Aspectos Estruturais e Funcionais de plantas em Biomas do Nordeste Brasileiro (UFAL), com organização e funcionamento dos organismos vivos e ecofisiologia de espécies arbóreas.

Maria Danielle Araújo Mota, Universidade Federal Rural de Pernambuco

Maria Danielle Araújo Mota é doutora em Educação Brasileira, Eixo Ensino de Ciências pela UFC. Professora da Universidade Federal Rural de Pernambuco (UFRPE) e Membro dos Grupos de Estudos e Pesquisa em Ensino de Ciências (GEPENCI- UFC) e Formação de Professores e Ensino de Ciências (GPFPEC- UFAL). 

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Published

2024-12-20

Issue

Vol. 29 No. 3 (2024)

Section

Articles

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