INQUIRY-BASED DIDATIC SEQUENCE FOR TEACHING THE ABO BLOOD GROUP SYSTEM

Abstract

The teaching of the ABO blood group system in basic education often relies on predominantly expository approaches, which can hinder the understanding of genetic concepts that students perceive as abstract. Given this context, this study aimed to develop, implement, and evaluate an inquiry-based teaching sequence designed to support teachers' pedagogical practice regarding this topic. The proposal was based on a series of sequential theoretical-practical activities that fostered inquiry, experimentation, and active student participation in the learning process. The educational output was a digital booklet containing the developed teaching sequence and guidelines for classroom implementation. The results showed high acceptance of the proposal: 76% of students considered the experiments highly important, 94% found the activities engaging and motivating, and 100% stated that the teaching sequence facilitated learning. It is concluded that the proposed strategy offers an innovative, dynamic, and inquiry-based alternative, helping to make the teaching of the ABO blood group system more meaningful, contextualized, and participatory.