Sequência didática baseada em metodologias ativas para o ensino de macronutrientes e micronutrientes para o 2º ano do ensino médio

Abstract

Macronutrients and micronutrients play essential roles in human physiology, being fundamental for maintaining health and for understanding the relationship between food and biological processes. This study evaluated the effectiveness of an activelearning-based didactic sequence in improving students‘ understanding of nutrition, healthy eating and food biochemistry. The initial diagnostic assessment revealed limited prior knowledge, with an average of 7.5 correct answers (47%). Throughout the didactic sequence — which included a flipped classroom activity, guided online research, the creation of educational games and a structured group discussion — students showed progressive engagement, increased interaction, and greater confidence in expressing their ideas. The computer-lab research activities encouraged curiosity and investigative autonomy, while game development fostered collaboration and meaningful learning. The group discussion enabled students to connect scientific concepts with everyday experiences, reflecting on dietary choices, health and social issues such as food waste and hunger. Quantitative results indicated significant conceptual improvement, with an average of 15.2 correct answers (95%) in the post-test, representing a gain of approximately 48% compared to the pre-test. Qualitative perceptions revealed increased critical awareness about the biological functions of food and the importance of healthy habits. Overall, the findings demonstrate that the active learning methodologies applied promoted motivation, engagement and conceptual deepening, showing strong potential to enhance Biology teaching on topics related to nutrition and health.