Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/21106 |
Resumo: | The teaching of botany presents several obstacles, among them the students' lack of interest in the content, given the difficulties in realizing the importance of plants for their lives, a condition called “botanical blindness”. This work aimed to understand the perception of biology teachers about the difficulties that high school students have in studying botany, investigating the existence of the condition of “botanical blindness”. In this work, a qualitative and quantitative exploratory sequential research was carried out with 28 teachers of the discipline of biology, working in public high schools in the state of Pará. Structured questionnaires with open and closed questions were used for the data collection and the analysis technique attributed to its interpretation was of the content analysis type. It was identified that 25% of teachers are unaware of the term botanical blindness; the difficulty in perceiving the plants in their environment was the main characteristic of the botanical blindness identified by the professors in their students; the methodologies mentioned by the professors that most aroused the student's interest in botany classes were field classes and practical classes. Teaching should be a moment that provides opportunities for the construction of knowledge in a collaborative way so that all subjects are able to act significantly in this process and the use of different teaching methodologies can contribute to this process, aiming to overcome botanical blindness. |
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Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of ParáPercepción de profesores de biología sobre la presencia de "ceguera botánica" en escuelas públicas del Estado de ParáPercepção de docentes de biologia sobre a presença da "cegueira botânica" em escolas públicas do Estado do ParáEnsino de botânicaEnsino-AprendizagemMetodologias diferenciadasEnsino médio.Enseñanza de la botánicaEnseñanza-AprendizajeDiferentes metodologíasEscuela secundaria.Botany teachingTeaching-LearningDifferent methodologiesHigh school.The teaching of botany presents several obstacles, among them the students' lack of interest in the content, given the difficulties in realizing the importance of plants for their lives, a condition called “botanical blindness”. This work aimed to understand the perception of biology teachers about the difficulties that high school students have in studying botany, investigating the existence of the condition of “botanical blindness”. In this work, a qualitative and quantitative exploratory sequential research was carried out with 28 teachers of the discipline of biology, working in public high schools in the state of Pará. Structured questionnaires with open and closed questions were used for the data collection and the analysis technique attributed to its interpretation was of the content analysis type. It was identified that 25% of teachers are unaware of the term botanical blindness; the difficulty in perceiving the plants in their environment was the main characteristic of the botanical blindness identified by the professors in their students; the methodologies mentioned by the professors that most aroused the student's interest in botany classes were field classes and practical classes. Teaching should be a moment that provides opportunities for the construction of knowledge in a collaborative way so that all subjects are able to act significantly in this process and the use of different teaching methodologies can contribute to this process, aiming to overcome botanical blindness.La enseñanza de la botánica presenta varios obstáculos, entre ellos el desinterés de los estudiantes por el contenido, dada la dificultad para darse cuenta de la importancia de las plantas para sus vidas, condición denominada “ceguera botánica”. Este trabajo tuvo como objetivo comprender la percepción de los profesores de biología sobre las dificultades que tienen los estudiantes de secundaria para estudiar botánica, investigando la existencia de la condición de “ceguera botánica”. En este trabajo se realizó una investigación secuencial exploratoria cualitativa y cuantitativa con 28 profesores de la disciplina de biología, que laboran en escuelas secundarias públicas del estado de Pará. Para la recolección y análisis de datos se utilizaron cuestionarios estructurados con preguntas abiertas y cerradas. La técnica atribuida a su interpretación fue del tipo análisis de contenido. Se identificó que el 25% de los docentes desconocen el término ceguera botánica; la dificultad para percibir las plantas en su entorno fue la principal característica de la ceguera botánica identificada por los profesores en sus alumnos; Las metodologías mencionadas por los profesores que más despertaron el interés de los estudiantes en las clases de botánica fueron las clases de campo y las clases prácticas. La docencia debe ser un momento que brinde oportunidades para la construcción del conocimiento de manera colaborativa para que todos los sujetos sean capaces de actuar de manera significativa en este proceso y el uso de diferentes metodologías de enseñanza pueda contribuir a este proceso, con el objetivo de superar la ceguera botánica.O ensino de botânica apresenta diversos entraves, entre eles o desinteresse dos alunos pelo conteúdo, dadas as dificuldades em perceber a importância das plantas para a sua vida, condição esta denominada “cegueira botânica”. Este trabalho teve como objetivo compreender a percepção de professores de biologia sobre as dificuldades que os alunos do ensino médio têm em estudar botânica, investigando a existência da condição de “cegueira botânica”. Neste trabalho foi realizada uma pesquisa quali-quantitativa do tipo sequencial exploratória com 28 docentes da disciplina de biologia, atuantes em escolas do ensino médio da rede pública do estado do Pará. Utilizou-se a aplicação de questionários estruturados com perguntas abertas e fechadas para a coleta dos dados e a técnica de análise atribuída para a sua interpretação foi do tipo análise de conteúdo. Foi identificado que 25% dos docentes desconhecem o termo cegueira botânica; a dificuldade de perceber as plantas em seu ambiente foi a principal característica da cegueira botânica identificada pelos docentes em seus alunos; as metodologias citadas pelos professores que mais despertam o interesse do aluno em aulas de botânica foram aulas de campo e aulas práticas. O ensino deve ser um momento que oportunize a construção do conhecimento de modo colaborativo a fim de que todos os sujeitos sejam capazes de atuar de forma significativa nesse processo e a utilização de metodologias de ensino diferenciadas podem contribuir neste processo, almejando a superação da cegueira botânica.Research, Society and Development2021-10-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2110610.33448/rsd-v10i13.21106Research, Society and Development; Vol. 10 No. 13; e216101321106Research, Society and Development; Vol. 10 Núm. 13; e216101321106Research, Society and Development; v. 10 n. 13; e2161013211062525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/21106/18840Copyright (c) 2021 Mayanna Igreja dos Santos; Altem Nascimento Pontes; Alcindo da Silva Martins Juniorhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Mayanna Igreja dosPontes, Altem NascimentoMartins Junior, Alcindo da Silva2021-11-21T18:26:28Zoai:ojs.pkp.sfu.ca:article/21106Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:35.540739Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará Percepción de profesores de biología sobre la presencia de "ceguera botánica" en escuelas públicas del Estado de Pará Percepção de docentes de biologia sobre a presença da "cegueira botânica" em escolas públicas do Estado do Pará |
title |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará |
spellingShingle |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará Santos, Mayanna Igreja dos Ensino de botânica Ensino-Aprendizagem Metodologias diferenciadas Ensino médio. Enseñanza de la botánica Enseñanza-Aprendizaje Diferentes metodologías Escuela secundaria. Botany teaching Teaching-Learning Different methodologies High school. |
title_short |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará |
title_full |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará |
title_fullStr |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará |
title_full_unstemmed |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará |
title_sort |
Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará |
author |
Santos, Mayanna Igreja dos |
author_facet |
Santos, Mayanna Igreja dos Pontes, Altem Nascimento Martins Junior, Alcindo da Silva |
author_role |
author |
author2 |
Pontes, Altem Nascimento Martins Junior, Alcindo da Silva |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Mayanna Igreja dos Pontes, Altem Nascimento Martins Junior, Alcindo da Silva |
dc.subject.por.fl_str_mv |
Ensino de botânica Ensino-Aprendizagem Metodologias diferenciadas Ensino médio. Enseñanza de la botánica Enseñanza-Aprendizaje Diferentes metodologías Escuela secundaria. Botany teaching Teaching-Learning Different methodologies High school. |
topic |
Ensino de botânica Ensino-Aprendizagem Metodologias diferenciadas Ensino médio. Enseñanza de la botánica Enseñanza-Aprendizaje Diferentes metodologías Escuela secundaria. Botany teaching Teaching-Learning Different methodologies High school. |
description |
The teaching of botany presents several obstacles, among them the students' lack of interest in the content, given the difficulties in realizing the importance of plants for their lives, a condition called “botanical blindness”. This work aimed to understand the perception of biology teachers about the difficulties that high school students have in studying botany, investigating the existence of the condition of “botanical blindness”. In this work, a qualitative and quantitative exploratory sequential research was carried out with 28 teachers of the discipline of biology, working in public high schools in the state of Pará. Structured questionnaires with open and closed questions were used for the data collection and the analysis technique attributed to its interpretation was of the content analysis type. It was identified that 25% of teachers are unaware of the term botanical blindness; the difficulty in perceiving the plants in their environment was the main characteristic of the botanical blindness identified by the professors in their students; the methodologies mentioned by the professors that most aroused the student's interest in botany classes were field classes and practical classes. Teaching should be a moment that provides opportunities for the construction of knowledge in a collaborative way so that all subjects are able to act significantly in this process and the use of different teaching methodologies can contribute to this process, aiming to overcome botanical blindness. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/21106 10.33448/rsd-v10i13.21106 |
url |
https://rsdjournal.org/index.php/rsd/article/view/21106 |
identifier_str_mv |
10.33448/rsd-v10i13.21106 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/21106/18840 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 13; e216101321106 Research, Society and Development; Vol. 10 Núm. 13; e216101321106 Research, Society and Development; v. 10 n. 13; e216101321106 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052756649836544 |