INOVAÇÃO EDUCACIONAL: UTILIZANDO DESIGN THINKING E TECNOLOGIA 3D PARA POTENCIALIZAR AS ATIVIDADES DO ESTÁGIO CURRICULAR SUPERVISIONADO EM CIÊNCIAS E BIOLOGIA

Abstract

Active methodologies are pedagogical strategies that emphasize the student at the center of the teaching-learning process, encouraging active participation, autonomy, and knowledge construction. These methodologies seek to promote more meaningful and contextualized learning, where students are stimulated to solve problems, make decisions, work in teams, and develop socio-emotional skills. Design Thinking (DT) is an active methodology that aims to find solutions to complex problems, focusing on the needs, desires, and limitations of users. This occurs because DT has a structured application organization in stages, where each stage represents a crucial step in the process, serving as a structured guide that allows users to have a more holistic view of the problem and thus aims for a solution centered on the involved needs. Thus, DT is used as an efficient methodology in the learning process. When used in education, DT encourages innovation, creativity, and critical thinking among students, allowing them to explore new possibilities regarding the analyzed problem, improving knowledge construction. In this qualitative research, data collection procedures included observing classes during the curricular internship diagnostic phase, with instruments such as field diaries and questionnaires administered to students. Additionally, the Design Thinking methodology was employed for the execution and organization of activities. Through the stages of Design Thinking, it was possible to deepen knowledge in the area of project-based learning. For the organization of prototyping and model development, the Design Thinking approach was adopted, allowing a more user-centered and solution-oriented approach. Furthermore, it was possible to define the didactic materials that would have a greater impact on the teaching-learning process, conceptualize them through modeling, printing, and painting, and test them in the classroom with basic education students. The selected areas were: Didactic materials for Botany, Genetics, and Immunology. The 3D printer was used as a technological tool that enables the manufacturing of any type of object. In this way, it can be observed that the introduction of educational technologies can be a viable solution to minimize the negative effects of the lack of materials for practical classes.