Aprendizagem de taxonomia e sistemática botânica: da classificação cotidiana ao conhecimento científico

• Ano de defesa: 2022
• Autor(a) principal: Moraes, Gustavo Pedroso de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Biologia vegetal; Licenciatura; DBR; Sequência didática; Plant biology; Graduation; Didactic sequence; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/27690

Plants are present in our daily lives from the air we breathe to some of the clothes we wear. In this sense, understanding how they influence our daily lives is essential for human beings. However, teaching Botanical classification, as well as the themes associated with this content, has always been a challenge for learning. Thinking about methods or even support materials for teachers, aiming at a less boring teaching and learning process and that change the mnesic way in which these subjects are worked can become one of the ways to improve the Biology teaching and learning process Vegetable. Thus, the research was developed from the Design-Based Research (DBR), presenting a qualitative nature, which aims to present a proposal for a didactic sequence and its contributions to the teaching and learning process in the curricular component of Botany I. The proposal was developed in the remote context, of a degree course in Biological Sciences. In addition, at the end, the redesign of the didactic proposal was presented with the positive points and changes suggested by the undergraduate students and the professor involved in the research. The analysis of qualitative data was carried out using Content Analysis. The didactic sequence was designed in order to work with Taxonomy and Botanical Systematics based on everyday classification and the use of dichotomous keys, consisting of a Mother Didactic Activity and five Daughter Didactic Activities. The use of analogies and contextualization were central axes in the construction of the proposal. The results point out that the didactic activities are seen by the undergraduates as challenging and help in the understanding of the content. The construction of dichotomous keys was excluded from the redesign, since it did not help in the teaching and learning process. Both the teacher and the undergraduates described the didactic sequence as differentiated, as it adopts the use of geometric shapes and food labels as instruments for learning the content. The analysis of questionnaires and portfolios indicate that the development of activities should be more targeted. However, the didactic sequence proved to be innovative and an instrument that strongly assists the teaching and learning process.