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O ensino de botânica por meio de sequência didática: uma experiência no ensino de ciências com aulas práticas

2020; Brazilian Journal of Development; Volume: 6; Issue: 7 Linguagem: Inglês

10.34117/bjdv6n7-217

2525-8761

Maria da Conceição Pereira Barbosa, Josivan Washington Marinho dos Santos, Flávia Carolina Lins da Silva, Betânia Cristina Guilherme,

Environmental Sustainability and Education

Science teaching classes are still structured in the traditional methodology.In botany classes, we realized that this problem generates a lack of motivation in students, as there is a lack of interaction and direct participation in the process of building knowledge.For botany, certain contents represent real challenges to be taught, and the teacher needs, in addition to the theoretical classes with the application of concepts, to interact with the students using other methodologies.Based on this problem, we elaborated an intervention proposal composed of a didactic sequence, based on practical classes, where the students actively participated in the knowledge construction process.Aiming to register the importance of practical botanical classes for the construction of knowledge of elementary school students.The research was carried out with 58 students from the 7th year of elementary school at the State School Ministro Jarbas Passarinho, located in Camaragibe-PE.The work is of a qualitative nature and for data collection we used the application of a questionnaire before and after the didactic sequence with practical activities, where the students developed the reproductive and evolutionary process of bryophytes and pteridophytes, through practical classes.The results found showed that they had difficulties in understanding these two groups of plants, however, the didactic sequence developed collaborated with the construction of students' knowledge, through the work performed by them.We consider that the proposed objective was reached, since the students reflected critically, and produced the activities relating previous knowledge to scientific knowledge, internalizing meaningful learning.