Aulas de campo como proposta de ensino investigativo para o tema “diversidade das plantas terrestres”

• Ano de defesa: 2020
• Autor(a) principal: Silva, Alexei Vinícius da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Mestrado Profissional em Ensino de Biologia em Rede Nacional; UFAL
• Palavras-chave em Português: Sequência de Ensino Investigativo (SEI); Botânica; Ensino médio; Botany; High School; Investigative Teaching Sequence; CNPQ::CIENCIAS BIOLOGICAS::BIOLOGIA GERAL
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/7287

Teaching strategies that stimulate students' critical sense and, consequently, their role in the education process, become increasingly necessary in contemporaneity. The diversification of methodological strategies by teachers, in order to foment the active participation of students in the teaching process, encouraging them to adopt a posture related to investigation, data search, formulation of hypotheses, argumentation, among others, has become increasingly necessary. The main objective of this study was to develop and applyan Investigative Teaching Sequence (ITS), which includes a field class, in addition to assessing theircontribution to the teaching of the theme “Diversity of terrestrial plants”, within the scope of teaching Botany for High School. This research was accomplished with two classes from the 2nd year of High School, from Estadual Reis Magalhães School, located in the Municipality of Glória (BA). The applied methodology was a quali-quantitative research, through a sequence of diversified activities, including besides an conventional class, a field class and moments of argumentative discussion through a debate. The quantitative analysis of the results was carried out by means of a comparison between the before and after the application of the ITS, using both a pre and a post-test, respectively, verification the significance of the results achieved was done through the statistic test. The data for qualitative analysis were collected throughout the development of the research, through the observation of the different skills presented by the students in different stages. For this type of analysis, students' reports, discussions about the proposed theme and daily observations during the development of activities were also considered. The conventional class taught,before ITS had the objective of providing students with a foundation about the theme "Diversity of terrestrial plants". The field class, start of ITS, took place at Umbuzeiro Hill, located in Riacho village, about 30km from the School Unit. The experience of the field class, which was not characterized as a simply contemplative visit, but as a investigative teaching strategy carried out in a Non-Formal Space (NFE), made it possible for students making observations about the nature, constructing findings that took into account several aspects related to the local vegetation, among them those related to the adaptation of plants to the environment. The final stage of ITS took place in the classroom through the formulation of hypotheses related to the findings performed and recorded in photographs by the students, and the closing was a debate mediated by the teacher. According to the results, after the application of the ITS, you can check an increase in the performance of the students when comparing the averages obtained in the pre and in the post-test, as well as the performance of these students in relation to the participation in the field class and in the debate, especially in the capacity observation, hypothesis formulation, argumentation and contextualization of the proposed theme. After analyzing the results, it is considered that the Investigative Teaching Sequence, involving conditional class, field class, debate among students with presentation of their hypotheses for the different observations performed in the field, contributed to facilitate the teaching of Botany.