Confecção de modelos de botânica como proposta para o protagonismo e o aprendizado do discente no ensino médio

• Autor(a) principal: Chaves Filho, Benigno Veloso
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/21373
• topic: Ensino de biologia; Metodologias ativas; Ensino-aprendizagem; Teaching biology; Active methodologies; Teaching-learning; CNPQ::CIENCIAS BIOLOGICAS

The teaching of Biology is of fundamental importance for the student to be aware and prepared for the challenges of making individual and collective decisions regarding health, life and the environment. Currently, there is a lack of interest by students in the contents of Biology, mainly in the field of Botany, caused, perhaps by the lack of laboratories, training courses for teachers and by the absence of dynamic, playful and investigative classes promoted by the teacher in the teaching schools public. One of the ways to minimize the problem of teaching botany is the use of didactic models, as it allows working on playfulness and making classes more attractive, promoting the role of students. Therefore, this work aimed to awaken the interest of high school students, from the public network to the contents of Botany through the making of didactic models with modeling clay and making them protagonists in the construction of those models, in an investigative approach and playful. We divided the third-grade students of João da Cunha Vinagre State High School, located in the municipality of Conde-PB, into two groups by lottery: the experimental, composed of four classes and the control formed by two classes and they did not participate in the didactic model making workshops, they only had the explanatory and explanatory classes. The students of the experimental group with the collaboration and supervision of the teacher made the models. During the development of the work, a questionnaire (pre-test and post-test) was applied, aiming to analyze the students' previous knowledge and, those acquired after the interventions with the use of didactic models. The posttest showed some satisfactory responses in relation to the pre-test, mainly in relation to the increased interest in Botany and in the recognition of the internal structures of the xylem, phloem, periderm and Caspary stretch marks. Considering that the present research aroused greater interest in the discipline as well as contributing to the improvement of the students' learning process, it is concluded that the use of models made with modeling clay and CD boxes are efficient for the understanding of internal root tissues and stem and can serve as an inspiration for other professionals to apply in their schools, because as a product we set up a manual for making the models as well as a kit containing ten root models and ten stem models to be used in other classes, as well as by other teachers.