A inserção do bioma cerrado no conteúdo de botânica do ensino médio a partir das concepções prévias do aprendiz
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2019-01-24
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Universidade Federal de Goiás
Resumo
Botany has become more complex and specialized with several branches that have
increasingly distanced the specialist researcher from the elementary school teacher, directly
compromising the ways of teaching. Coupled with a collection of difficult names, botany’s study
brings a certain aversion to both teachers and students, a worrying reality. One way to arouse
students’ interest and rescue the pleasure in teaching botany can be to bring them close to the local
biome, which in Midwest’s case is the Cerrado biome, the second largest in South America. Given
the above, the following question arises: How will the insertion of the study of the Cerrado biome
in the botany teaching contribute to the teaching and learning process of botany in high school?
From this questioning, the main purpose of the present study was to develop and evaluate teaching
strategies for the second year of high school in a didactic sequence, using the Cerrado biome for a
more contextualized and meaningful botany teaching. As a theoretical approach, we chose David
Paul Ausubel and the meaningful learning, which considers what the student already knows and
the link between new knowledge and prior knowledge. It is a participant research, which requires
involvement, which in same cases even attempts to personal compromising, between the researcher
and what or who he is studying. This type of research has gained strength by research professors,
since the involvement already exists. The methodological trajectory began with the elaboration,
application and analysis of a pre-test questionnaire that detected the existing knowledge generating
as a result a didactic sequence with diverse strategies that contextualized the botany teaching and
brought a new look to the local biome. This same questionnaire was applied again after the
development of the proposed activities in the didactic sequence, showing strong indication of
meaningful learning regarding contextualized botany, we obtained anchorages that would hardly be
possible with classes based on difficult names and memorizations. In this way, we can infer that
the use of Cerrado study as a botany contextualization element in the second year of high school
brings surprising results, reveals potentially meaningful materials and promotes a learning that
goes beyond the classroom environment.
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RODRIGUES, L. F. S. A inserção do bioma cerrado no conteúdo de botânica do ensino médio a partir das concepções prévias do aprendiz. 2019. 104 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2019.