What lies behind the strength, sensitivity, and precision of the human hand?
What lies behind the strength, sensitivity, and precision of the human hand?
DOI:
https://doi.org/10.47456/hb.v6i3.47048Keywords:
investigative teaching, basic education, biological tissuesAbstract
The teaching of Biology is often considered challenging for students due to the complexity of scientific terms and the difficulty of visually representing structures and processes. Furthermore, teacher-centered approaches contribute to weaknesses in teaching practice. Addressing this content through an investigative approach provides students with a more contextualized and, therefore, more meaningful understanding. This report aimed to describe the teaching actions and impressions from an investigative activity in which students were invited to identify the tissues that make up the hand, investigate their integration, and understand the contribution of each to the different characteristics of the human hand. Five fifty-minute lessons were used, during which students were divided into three groups and carried out the following activities: formulating hypothesis based on a guiding question - which gave the title to this report - preparing questions for an interview with a healthcare professional, comparing data, and presenting the results obtained. Despite some challenges, such as the novelty of investigative activity, difficulty in maintaining focus, and developing independent thinking, students concluded that hand strength is influenced by several factors, including anatomy, physiology, and the nervous system. Muscles, tendons, and ligaments that make up the hands, the nervous system that controls movements, muscle size and composition, training and practice of activities involving hand use, genetics, and the individual’s overall health were identified as key elements.
References
1. AUSUBEL DP. A aprendizagem significativa: a teoria de David Ausubel. São Paulo: Moraes, 1982, 112p.
2. CALADO AM. História do Ensino de Histologia. HCE: construindo interfaces 20: 455-466, 2019.
3. CALAIS- GERMAN B. Anatomia para o movimento: Introdução à análise das técnicas corporais, 1.ed., São Paulo: Manole, 2010, 304p.
4. CARVALHO AMP, OLIVEIRA CMA, SCARPA DL, SASSERON LH, SEDANO L, SILVA MB, CAPECCHI MCVM, ABIB MLVS, BRICCIA V. Ensino de Ciências por Investigação: condições para a implementação em sala de aula, 1.ed., São Paulo: Cengage Learning, 2013, 164p.
5. ESPÍRITO SANTO. Secretaria de Estado da Educação do Espírito Santo. PAEBES, 2023. Disponível em: https://avaliacaoemonitoramentoespiritosanto.caeddigital.net/#!/resultados. Acesso em 20 de junho de 2025.
6. HOFSTEIN A, LUNETTA VN. O laboratório na educação científica: Fundamentos para o século XXI. Educ Ciênc 88(1): 28-54, 2004.
7. GARTNER LP, LEE LMJ. Gartner & Hiatt Histologia: Texto e Atlas. Guanabara Koogan, 8.ed., 1997. 1670p.
8. MUNFORD D, LIMA MECC. Ensinar ciências por investigação: em quê estamos de acordo? Rev. Ensaio 9(1): 89-111, 2007.
9. OLIVEIRA LBO, RHEINGANTZ MGT, MINELLO LF, RODRIGUES RF. Histologia dos Tecidos: guia prático. Pelotas: M. G. T. Rheingantz, 2019, 169p.
10. RIBEIRO LCV. Testando novas metodologias de aprendizagem para o ensino de embriologia humana: relato de experiência e percepção dos discentes. Rev. Docência Ens. Sup 8(1): 151-165,2018.
11. PALASTANGA N, FIELD D, SOAMES R. Anatomia e movimento humano. estrutura e função., 3.ed., São Paulo: Manole, 2000, 765p.
12. ZOMPERO AF, LABURÚ CE. Atividades investigativas para as aulas de ciências: um diálogo com a teoria da aprendizagem significativa, 1.ed., Curitiba: Appris, 2016, 141p.
13. ZUIN VG, ZUIN AAS. O celular na escola e o fim pedagógico. Educ. Soc 39(143): 419-435, 2018.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Maraiza de Souza Salomão Cibien, Karina Carvalho Mancini
This work is licensed under a Creative Commons Attribution 4.0 International License.
All works published in the Brazilian Journal of Production Engineering (BJPE) are licensed under Creative Commons Attribution 4.0 International (CC BY 4.0).
This means that:
Anyone can copy, distribute, display, adapt, remix, and even commercially use the content published in the journal;
Provided that due credit is given to the authors and to BJPE as the original source;
No additional permission is required for reuse, as long as the license terms are respected.
This policy complies with the principles of open access, promoting the broad dissemination of scientific knowledge.
🔗 Click here to access the full license
