Higher education of Botanics based on teaching models: simple solutions for complex problems

Detalhes bibliográficos
Autor(a) principal: Tuler, Amélia Carlos
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da SBEnBIO
Texto Completo: https://renbio.org.br/index.php/sbenbio/article/view/412
Resumo:   Here, we present a didactic proposal based on the use of didactic models to complement the teaching of plant anatomy. The methodology was tested and evaluated by students of the higher education at Federal University of Espírito Santo. Structured questionnaires were used to verify the perception of knowledge about plant anatomy with and without the use of didactic models. The high success rates in the classes that used the didactic models suggest that the models have aroused the curiosity, interest and active participation of the students. In contrast, the percentages of inadequate responses for classes that did not use the models demonstrate that traditional teaching activities are not as efficient in promoting long-term knowledge.
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spelling Higher education of Botanics based on teaching models: simple solutions for complex problems Educación superior de Botánica basada en modelos de enseñanza: soluciones simples para problemas complejosEnsino superior de Botânica baseado em modelos didáticos: soluções simples para problemas complexos EducaçãoAnatomia vegetalBiologiaEducaçãoAnatomia vegetalEducation Plant Anatomy BiologyEducationPlant AnatomyEducación Anatomía de las plantas BiologíaEducaciónAnatomía de las plantasBiología  Here, we present a didactic proposal based on the use of didactic models to complement the teaching of plant anatomy. The methodology was tested and evaluated by students of the higher education at Federal University of Espírito Santo. Structured questionnaires were used to verify the perception of knowledge about plant anatomy with and without the use of didactic models. The high success rates in the classes that used the didactic models suggest that the models have aroused the curiosity, interest and active participation of the students. In contrast, the percentages of inadequate responses for classes that did not use the models demonstrate that traditional teaching activities are not as efficient in promoting long-term knowledge.En este artículo presentamos una propuesta basada en el uso de modelos didácticos para complementar la enseñanza de anatomía vegetal. La metodología fué probada y evaluada por estudiantes de educación superior de la Universidad Federal de Espírito Santo. Se utilizaron cuestionarios estructurados para verificar la percepción del conocimiento sobre anatomía vegetal con y sin el uso de modelos didácticos. Las altas tasas de éxito en las clases que utilizaron los modelos didácticos sugieren que éstos han despertado la curiosidad, el interés y la participación activa de los alumnos. En contraste, el porcentaje de respuestas inadecuadas para las clases que no utilizaron los modelos demuestra que las actividades tradicionales de enseñanza no son tan eficientes para promover el conocimiento a largo plazo.Neste artigo, apresentamos uma proposta didática baseada no uso de modelos didáticos para complementar o ensino da anatomia vegetal. A metodologia foi testada e avaliada por alunos do ensino superior da Universidade Federal do Espírito Santo. Questionários estruturados foram utilizados para verificar a percepção do conhecimento sobre anatomia vegetal com e sem o uso de modelos didáticos. Os índices elevados de acertos nas turmas que utilizaram os modelos didáticos sugerem que os modelos tenham despertado a curiosidade, o interesse e a participação ativa dos alunos. Em contrapartida, os percentuais de respostas inadequadas para as turmas que não utilizaram os modelos demonstram que as atividades tradicionais de ensino não são tão eficientes para a promoção do conhecimento de longo prazo.SBEnBio - Associação Brasileira de Ensino de Biologia2022-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://renbio.org.br/index.php/sbenbio/article/view/41210.46667/renbio.v15i1.412SBEnBio Biology Teaching Journal; v.15, n. 1 (jun. 2022); 277-289Revista de Enseñanza de Biología SBEnBio; v.15, n. 1 (jun. 2022); 277-289Revista de Ensino de Biologia da SBEnBio; 2022: v.15, n.1 (jun. 2022); 277-2892763-889810.46667/renbio.v15i1reponame:Revista da SBEnBIOinstname:Associação Brasileira de Ensino de Biologia (SBEnBio)instacron:SBEnBioporhttps://renbio.org.br/index.php/sbenbio/article/view/412/234BrazilBrasilBrasilCopyright (c) 2022 Revista de Ensino de Biologia da SBEnBiohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessTuler, Amélia Carlos2022-11-21T20:37:03Zoai:ojs.renbio.org.br:article/412Revistahttps://renbio.org.br/index.php/sbenbioONGhttps://renbio.org.br/index.php/sbenbio/oairevistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com2763-88981982-1867opendoar:2022-11-21T20:37:03Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)false
dc.title.none.fl_str_mv Higher education of Botanics based on teaching models: simple solutions for complex problems
Educación superior de Botánica basada en modelos de enseñanza: soluciones simples para problemas complejos
Ensino superior de Botânica baseado em modelos didáticos: soluções simples para problemas complexos
title Higher education of Botanics based on teaching models: simple solutions for complex problems
spellingShingle Higher education of Botanics based on teaching models: simple solutions for complex problems
Tuler, Amélia Carlos
Educação
Anatomia vegetal
Biologia
Educação
Anatomia vegetal
Education
Plant Anatomy
Biology
Education
Plant Anatomy
Educación
Anatomía de las plantas
Biología
Educación
Anatomía de las plantas
Biología
title_short Higher education of Botanics based on teaching models: simple solutions for complex problems
title_full Higher education of Botanics based on teaching models: simple solutions for complex problems
title_fullStr Higher education of Botanics based on teaching models: simple solutions for complex problems
title_full_unstemmed Higher education of Botanics based on teaching models: simple solutions for complex problems
title_sort Higher education of Botanics based on teaching models: simple solutions for complex problems
author Tuler, Amélia Carlos
author_facet Tuler, Amélia Carlos
author_role author
dc.contributor.author.fl_str_mv Tuler, Amélia Carlos
dc.subject.por.fl_str_mv Educação
Anatomia vegetal
Biologia
Educação
Anatomia vegetal
Education
Plant Anatomy
Biology
Education
Plant Anatomy
Educación
Anatomía de las plantas
Biología
Educación
Anatomía de las plantas
Biología
topic Educação
Anatomia vegetal
Biologia
Educação
Anatomia vegetal
Education
Plant Anatomy
Biology
Education
Plant Anatomy
Educación
Anatomía de las plantas
Biología
Educación
Anatomía de las plantas
Biología
description   Here, we present a didactic proposal based on the use of didactic models to complement the teaching of plant anatomy. The methodology was tested and evaluated by students of the higher education at Federal University of Espírito Santo. Structured questionnaires were used to verify the perception of knowledge about plant anatomy with and without the use of didactic models. The high success rates in the classes that used the didactic models suggest that the models have aroused the curiosity, interest and active participation of the students. In contrast, the percentages of inadequate responses for classes that did not use the models demonstrate that traditional teaching activities are not as efficient in promoting long-term knowledge.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/412
10.46667/renbio.v15i1.412
url https://renbio.org.br/index.php/sbenbio/article/view/412
identifier_str_mv 10.46667/renbio.v15i1.412
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/412/234
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil
Brasil
Brasil
dc.publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
dc.source.none.fl_str_mv SBEnBio Biology Teaching Journal; v.15, n. 1 (jun. 2022); 277-289
Revista de Enseñanza de Biología SBEnBio; v.15, n. 1 (jun. 2022); 277-289
Revista de Ensino de Biologia da SBEnBio; 2022: v.15, n.1 (jun. 2022); 277-289
2763-8898
10.46667/renbio.v15i1
reponame:Revista da SBEnBIO
instname:Associação Brasileira de Ensino de Biologia (SBEnBio)
instacron:SBEnBio
instname_str Associação Brasileira de Ensino de Biologia (SBEnBio)
instacron_str SBEnBio
institution SBEnBio
reponame_str Revista da SBEnBIO
collection Revista da SBEnBIO
repository.name.fl_str_mv Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)
repository.mail.fl_str_mv revistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com
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