Biology teachers' perception of the presence of "botanical blindness" in public schools in the State of Pará

Detalhes bibliográficos
Autor(a) principal: Santos, Mayanna Igreja dos
Data de Publicação: 2021
Outros Autores: Pontes, Altem Nascimento, Martins Junior, Alcindo da Silva
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.
id UNIFEI_15b157379c7f4115f618f172ec98fe1f
oai_identifier_str oai:ojs.pkp.sfu.ca:article/21106
network_acronym_str UNIFEI
network_name_str Research, Society and Development
repository_id_str
spelling 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
_version_ 1797052756649836544