Explorando o reino vegetal pelo ensino de botânica para alfabetização científica nos anos finais do ensino fundamental
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| Autor principal: | |
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| Fecha de Publicación: | 2025 |
| Formato: | Master thesis |
| Lenguaje: | por |
| Fuente: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10184 |
Sumario: | This research focuses on the teaching of Botany to promote Scientific Literacy in the final years of Elementary School, with an emphasis on overcoming plant blindness through the implementation of a didactic sequence articulated with interactive and experimental pedagogical practices, defined by the theme Exploring the Plant Kingdom through the Teaching of Botany for Scientific Literacy in the Final Years of Elementary School. The research problem was: what challenges and potentialities can be identified in the implementation of a didactic sequence aimed at Scientific Literacy in Botany, using pedagogical dynamics in the teaching of the Plant Kingdom? The general objective was to elaborate and reframe pedagogical dynamics through a Didactic Sequence for the promotion of the Scientific Literacy process focused on the Teaching of Botany and the exploration of the Plant Kingdom. From this general objective, the specific objectives were: to present concepts of Botany; to highlight the Teaching of Botany and its pedagogical strategies in the final years of Elementary School; to contextualize Scientific Literacy within the content of the Plant Kingdom; and to apply and evaluate an intervention using a Didactic Sequence, through the educational product designed for the exploration of the Plant Kingdom, as a foundation for the development of Scientific Literacy. The investigation followed a qualitative approach, of an exploratory-descriptive nature, grounded in action research. It was conducted with 9th-grade students from a public school in the municipality of Pimenta Bueno, Rondônia, over seven sessions. The didactic sequence included diagnostic activities, theoretical lessons, laboratory practices, and playful experiences with experiments, aiming to foster meaningful learning. The results demonstrated advances in students’ conceptual appropriation of the Plant Kingdom, greater engagement in scientific activities, and the appreciation of prior knowledge. It was found that pedagogical strategies that promote contextualization, direct observation, and interaction with experimental practices contribute to increasing students’ interest and understanding of Botany, making teaching more meaningful, critical, and inclusive. As an educational product, a Support Material for Botany Classes was developed, containing suggestions for practical activities that can be replicated or adapted by other teachers in the field, which is available on the Educapes Platform: http://educapes.capes.gov.br/handle/capes/1174518. |
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