Sequência didática investigativa e interdisciplinar sobre metabolismo energético, alimentação saudável e obesidade

Abstract

Science and Biology education in Brazil is currently undergoing a transition from traditional practices centered on memorization to active methodologies that promote meaningful learning. Despite the relevance of Health Education and the need to integrate healthy eating, obesity, and lifestyle habits, there is still a lack of interdisciplinary proposals that systematically connect Biology, Mathematics, and Physical Education. In light of this gap, the present study aimed to design, implement, and evaluate an interdisciplinary and investigative teaching sequence on energy metabolism, healthy eating, and obesity in a public school. The study involved 48 students from three third-year high school classes at Escola Estadual Frei Inocêncio in Frei Inocêncio–MG. The teaching sequence was structured into five stages: The first stage consisted of an initial diagnostic survey using a questionnaire to identify prior knowledge and collect hypotheses about situations related to the theme. The second stage involved measuring body parameters using a bioimpedance scale to assess weight, BMI, body fat percentage, basal metabolism, and visceral fat. In the third stage, basal metabolism and critical reading of food labels were studied, analyzing the relationship between caloric intake and energy expenditure. At this stage, the energy expenditure of physical exercises proposed by the Physical Education teacher was also assessed. In the fourth stage, with the support of the Mathematics teacher, students interpreted the collected data and constructed graphical representations using spreadsheets. Finally, in the fifth stage, the results were shared through written reports and oral presentations. There was a statistically significant difference between the initial and final questionnaires (p < 0.001), with a significant increase in scores after the implementation of the teaching sequence. The interdisciplinary teaching sequence enabled an integrated understanding of the biological, mathematical, and behavioral mechanisms related to diet and the development of obesity, promoting deeper conceptual understanding and improving students’ argumentative skills regarding eating habits and their relationship with health.