POTENTIALLY SIGNIFICANT TEACHING UNITS IN ZOOLOGY TEACHING: LITERATURE MAPPING
Invertebrates. Bibliographic research. Innovation.
There are possibilities that facilitate the fluency of learning about science, an example being the Potentially Significant Teaching Units (UEPS), which deal with teaching sequences aimed at meaningful learning and which can stimulate applied research in teaching, that is, that aimed directly at the classroom. This work was carried out with the aim of proposing innovative aspects in the development of UEPS in the teaching of Invertebrate Zoology. The question that guided this research was: What innovative aspects are possible in the development of Potentially Significant Teaching Units in the teaching of Invertebrate Zoology? Addressing this issue, qualitative research proved to be an appropriate possibility to investigate the proposed problem. And the method used was bibliographic review research. According to the description of the stages of bibliographical research, the work was divided into two stages: Study I — Bibliographical Research, with the investigation focus being the analysis of how researchers associate UEPS with other learning theories, as well as the subjects covered and the target audience for whom the literature research was directed. Based on the analyzes and data found, Study II — Production of a UEPS will be prepared. The partial results presented an insight into the gaps identified in theses and dissertations related to UEPS regarding the target audience, area of knowledge and teaching/education theories that the authors used to support the creation/use of UEPS. The proposed innovative aspects will be based on the development of a UEPS with a Montessori vision for Elementary Education in the Early Years series with Invertebrate Zoology content.