O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho

• Ano de defesa: 2020
• Autor(a) principal: Mendonça, Emanoel Deodato de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Biologia Molecular; Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO); UFPB
• Palavras-chave em Português: Ensino de Botânica; Metodologias ativas; Protagonismo; Significação da aprendizagem; Botany teaching; Active methodologies; Protagonism; Meaning of learning.; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21041

Signifying the learning of Plant Biology is a challenge in teaching Biology. Several authors bring to light the aversion related to teaching and learning this curricular component, both in higher education and in basic education. This is the result of our historical distance with the natural environments that, as a consequence, brought us away from botanical knowledge. The use of practical classes has great potential, both bringing us closer to this knowledge, as well as assisting the teaching and learning process in botanical content, in addition to providing the student with a leading role through active methodologies. The methodology of the project was of a qualitative nature, influenced by the Research Action. With the objective of signifying botanical learning, five practical classes were applied with a total of 38 students, from two classes of the second year of high school, from the State School of Elementary and High School Carlos Chagas, linked to the public network of Paraíba. The contents discussed were: Seeds, Germination, Roots, Stems and Leaves. For data collection, questionnaires were applied (tests), notes taken by students during the realization of practical classes and participant observation. After analyzing the data, the contribution of practical classes in botanical learning was observed, in addition to its potential as an active methodology. During the interventions, student leadership was observed, reflected in their active participation during the conduct of practical classes. In the analysis of the tests, the progression of knowledge learned among the participating students was noticeable. The students evaluated the activities as positive, indicating the influence of the methodology. The actions developed and executed during the pedagogical interventions formatted the content of a booklet with the proposal of practical classes, based on active methodology, composing a didactic sequence, problematized in order to propose investigations in the teaching of contents in botany. This material will be made available through the PROFBIO - UFPB online repository, to serve as a contribution to Biology teachers.