A inserção do bioma cerrado no conteúdo de botânica do ensino médio a partir das concepções prévias do aprendiz

• Ano de defesa: 2019
• Autor(a) principal: Rodrigues, Ludmylla Ferreira de Souza
• Orientador(a): Goldschmidt, Andréa Inês
• Banca de defesa: Goldschmidt, Andréa Inês, Barbosa, Marlon Hebert Flora, Zancan, Sabrina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Ensino de botânica; Cerrado; Contextualização; Aprendizagem significativa
• Palavras-chave em Inglês: Botany teaching; Contextualization; Meaningful learning
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9386

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.