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Cleber Cunha Figueredottp://lattes.cnpq.br/8962850253839431Rafaella Cardoso RibeiroElder Antônio Sousa e PaivaSandra Maria Alvarenga Gomeshttp://lattes.cnpq.br/9967737371113020Nathália dos Santos Silva2023-05-10T16:01:58Z2023-05-10T16:01:58Z2022-06-14http://hdl.handle.net/1843/53023Professores podem encontrar alunos desinteressados em compreender o que lhes é proposto, sendo essa baixa motivação um dos motivos que dificultam o processo de ensino e aprendizagem. A aprendizagem traz autonomia, tornando cada aluno protagonista de sua história. No ensino tradicional, o professor é visto como o agente, detentor do conhecimento e ativo, enquanto seus alunos seriam receptores passivos. Concomitantemente, espera-se que as escolas formem jovens críticos e autônomos através de uma aprendizagem voltada para o pensar e atrelada a diferentes práticas e formas de aprender. Como meio de atingir esses objetivos e diminuir a passividade dos alunos, foram propostos, em uma sequência didática, instrumentos e estratégias didáticas sobre o ensino de botânica para que professores pudessem avaliá-los e, posteriormente, utilizá-los para motivar os alunos e prepará-los para a realização de atividades e avaliações. A sequência didática apresenta diferentes estratégias de ensino e avaliação em botânica, sendo sua aplicabilidade total ou parcial avaliada por professores da educação básica. Essas estratégias correspondem a atividades variadas que, em conjunto ou separadamente, poderão auxiliar professores no aprimoramento da capacidade dos seus estudantes em apreender, investigar, praticar, dividir e produzir conhecimento. Foram propostos a aplicação de um questionário diagnóstico e avaliativo, leitura de texto base sobre as plantas no dia a dia, atividades investigativas, aula expositiva dialogada, montagem de glossário ilustrado, criação de jogo didático e criação de vídeo interativo. De modo geral, os docentes avaliaram a sequência de modo positivo, sendo também perceptível que características e experiências pessoais influenciaram cada professor no julgamento de quais atividades adotaria em suas aulas.Teachers may observe some students with low interest in understanding what is proposed in the classes. This low motivation can result in less efficient learning. This is a problem, since learning is fundamental for students’ autonomy and leading hole in their story. In traditional teaching, the teacher acts as the agent, the holder of knowledge and the active entity in the classroom, while the students are just passive receivers. However, it is expected that the school must form critical and autonomous young people by methods focused on developing the students’ thinking and linked to different practices and techniques of teaching. To achieve these objectives and reducing the passivity of the students, didactic tools and strategies for teaching botany were proposed here to aid teachers to motivate students and contribute to their capacity to lead with other activities related with this topic, such as exams. A didactic sequence for botany classes, composed of different teaching and evaluation strategies, was elaborated. Its total or partial applicability was evaluated by High School teachers. The sequence was composed of varied activities, which, together or separately, may help teachers to improve their students' ability to learn, investigate, practice, share, and produce knowledge. It was proposed the application of a diagnostic and evaluative questionnaire, reading a basic text about plants in everyday life, investigative activities, dialogued lectures, assembly of an illustrated glossary, creation of a didactic game, and the creation of an interactive video. In general, the teachers evaluated the sequence positively, and it was also noticeable that personal characteristics and experiences influenced each teacher when choosing the activities to adopt in their classes.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorporUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Ensino de Biologia (Mestrado Profissional - PROF-BIO)UFMGBrasilICB - INSTITUTO DE CIÊNCIAS BIOLOGICASEnsino - BiologiaBotânicaPesquisaEstudantesTécnicas de ensino-aprendizagemEnsino de biologiaEnsino de botânicaAtividade investigativaProtagonismo dos alunosAvaliação de recursos e estratégias didáticas sobre botânica na perspectiva de professores de biologia da educação básicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/53023/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52ORIGINALcorpo final_merged_merged.pdfcorpo final_merged_merged.pdfAvaliação de recursos e estratégias didáticas sobre botânica na perspectiva de professores de biologiaapplication/pdf37402680https://repositorio.ufmg.br/bitstream/1843/53023/4/corpo%20final_merged_merged.pdffe3548ee1ee49a6c0c3ffcdea701c0beMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/53023/5/license.txtcda590c95a0b51b4d15f60c9642ca272MD551843/530232023-05-10 13:01:58.674oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-05-10T16:01:58Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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