INVESTIGATIVE BOTANY TEACHING: PROMOTING SCIENTIFIC LITERACY IN HIGH SCHOOL

• Autor(a) principal: Tognon, Michele Eidt
• Data de Publicação: 2021
• Outros Autores: Oliveira, Patrícia Carla de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11276
• topic: Enseñanza de Botánica. Secuencia de Enseñanza Investigativa (SEI). Alfabetización Científica.; Botanic Teaching. Investigative Teaching Sequence (ITS). Scientific Literacy.; Ensino de Botânica. Sequência de Ensino Investigativo (SEI). Alfabetização Científica.

Taking in account how hard is teaching Botany nowadays, how Botany is linked to the understanding of natural phenomena, and how crucial is the assimilation of scientific concepts and the understanding of the impacts of science and its technologies, we developed an Investigative Teaching Sequence (SEI) in order to make the teaching of Botany more motivating and contribute to the Scientific Literacy of high school students. This work has a quanti-qualitative nature and the methodological proposal developed is in agreement with the cognitive/cultural view of teaching. The work was carried out in a public high school in the countryside of Mato Grosso state, in the Amazon region (broad sense). There is a didactic potential in this SEI to promote advances in students' Scientific Literacy, its application provided students with the possibility of argumentation, construction of concepts and contact with the scientific method and the researcher-teacher the possibility of reflection on possible solutions for the investigative teaching strategies in student learning.