O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/123456789/21041 |
Resumo: | Signifying the learning of Plant Biology is a challenge in teaching Biology. Several authors bring to light the aversion related to teaching and learning this curricular component, both in higher education and in basic education. This is the result of our historical distance with the natural environments that, as a consequence, brought us away from botanical knowledge. The use of practical classes has great potential, both bringing us closer to this knowledge, as well as assisting the teaching and learning process in botanical content, in addition to providing the student with a leading role through active methodologies. The methodology of the project was of a qualitative nature, influenced by the Research Action. With the objective of signifying botanical learning, five practical classes were applied with a total of 38 students, from two classes of the second year of high school, from the State School of Elementary and High School Carlos Chagas, linked to the public network of Paraíba. The contents discussed were: Seeds, Germination, Roots, Stems and Leaves. For data collection, questionnaires were applied (tests), notes taken by students during the realization of practical classes and participant observation. After analyzing the data, the contribution of practical classes in botanical learning was observed, in addition to its potential as an active methodology. During the interventions, student leadership was observed, reflected in their active participation during the conduct of practical classes. In the analysis of the tests, the progression of knowledge learned among the participating students was noticeable. The students evaluated the activities as positive, indicating the influence of the methodology. The actions developed and executed during the pedagogical interventions formatted the content of a booklet with the proposal of practical classes, based on active methodology, composing a didactic sequence, problematized in order to propose investigations in the teaching of contents in botany. This material will be made available through the PROFBIO - UFPB online repository, to serve as a contribution to Biology teachers. |
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O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milhoEnsino de BotânicaMetodologias ativasProtagonismoSignificação da aprendizagemBotany teachingActive methodologiesProtagonismMeaning of learning.CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICASignifying the learning of Plant Biology is a challenge in teaching Biology. Several authors bring to light the aversion related to teaching and learning this curricular component, both in higher education and in basic education. This is the result of our historical distance with the natural environments that, as a consequence, brought us away from botanical knowledge. The use of practical classes has great potential, both bringing us closer to this knowledge, as well as assisting the teaching and learning process in botanical content, in addition to providing the student with a leading role through active methodologies. The methodology of the project was of a qualitative nature, influenced by the Research Action. With the objective of signifying botanical learning, five practical classes were applied with a total of 38 students, from two classes of the second year of high school, from the State School of Elementary and High School Carlos Chagas, linked to the public network of Paraíba. The contents discussed were: Seeds, Germination, Roots, Stems and Leaves. For data collection, questionnaires were applied (tests), notes taken by students during the realization of practical classes and participant observation. After analyzing the data, the contribution of practical classes in botanical learning was observed, in addition to its potential as an active methodology. During the interventions, student leadership was observed, reflected in their active participation during the conduct of practical classes. In the analysis of the tests, the progression of knowledge learned among the participating students was noticeable. The students evaluated the activities as positive, indicating the influence of the methodology. The actions developed and executed during the pedagogical interventions formatted the content of a booklet with the proposal of practical classes, based on active methodology, composing a didactic sequence, problematized in order to propose investigations in the teaching of contents in botany. This material will be made available through the PROFBIO - UFPB online repository, to serve as a contribution to Biology teachers.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSignificar a aprendizagem da Biologia Vegetal é um desafio do ensino de Biologia. Vários autores trazem à luz a aversão relacionada ao ensino e aprendizado desse componente curricular, tanto no ensino superior, como no ensino básico. Isso é fruto do nosso distanciamento histórico com os ambientes naturais que trouxe, como consequência, nosso afastamento do conhecimento botânico. A utilização de aulas práticas apresenta grande potencial, tanto nos aproximando desse conhecimento, como auxiliando o processo de ensino e aprendizagem em conteúdo de botânica, além de proporcionar ao aluno um protagonismo através de metodologias ativas. A metodologia do projeto foi de cunho qualitativo, influenciada pela Pesquisa ação. Com o objetivo de significar a aprendizagem botânica foram aplicadas cinco aulas práticas com o total de 38 alunos, de duas turmas do segundo ano do ensino médio, da Escola Estadual de Ensino Fundamental e Médio Carlos Chagas, vinculada a rede pública da Paraíba. Os conteúdos discutidos foram: Sementes, Germinação, Raízes, Caules e Folhas. Para a coleta de dados foram aplicados questionários (testes), anotações realizadas pelos estudantes durante a realização das aulas práticas e a observação participante. Observou-se, após análise dos dados, a contribuição das aulas práticas na aprendizagem Botânica, além do seu potencial como metodologia ativa. Durante as intervenções, observou-se o protagonismo estudantil refletidos nas suas participações ativas durante a condução das aulas práticas. Na análise dos testes foi perceptível a progressão de conhecimento apreendido entre os alunos participantes. Os discentes avaliaram as atividades como positivas, indicando a influência da metodologia. As ações desenvolvidas e executadas durante as intervenções pedagógicas formataram o conteúdo de uma cartilha com proposta de aulas práticas, com base em metodologia ativa, compondo uma sequência didática, problematizadas de maneira a propor investigações no ensino de conteúdos em botânica. Esse material será disponibilizado pelo repositório online do PROFBIO - UFPB, para servir de aporte aos professores de Biologia.Universidade Federal da ParaíbaBrasilBiologia MolecularMestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO)UFPBBatista, Anabelle Camarotti de Limahttp://lattes.cnpq.br/2708567498447209Mendonça, Emanoel Deodato de2021-09-15T23:12:25Z2020-12-022021-09-15T23:12:25Z2020-08-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/21041porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-09-23T13:45:17Zoai:repositorio.ufpb.br:123456789/21041Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-09-23T13:45:17Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho |
title |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho |
spellingShingle |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho Mendonça, Emanoel Deodato de Ensino de Botânica Metodologias ativas Protagonismo Significação da aprendizagem Botany teaching Active methodologies Protagonism Meaning of learning. CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho |
title_full |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho |
title_fullStr |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho |
title_full_unstemmed |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho |
title_sort |
O potencial de aulas práticas no ensino de temas da botânica: uma experimentação com feijão e milho |
author |
Mendonça, Emanoel Deodato de |
author_facet |
Mendonça, Emanoel Deodato de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Batista, Anabelle Camarotti de Lima http://lattes.cnpq.br/2708567498447209 |
dc.contributor.author.fl_str_mv |
Mendonça, Emanoel Deodato de |
dc.subject.por.fl_str_mv |
Ensino de Botânica Metodologias ativas Protagonismo Significação da aprendizagem Botany teaching Active methodologies Protagonism Meaning of learning. CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
topic |
Ensino de Botânica Metodologias ativas Protagonismo Significação da aprendizagem Botany teaching Active methodologies Protagonism Meaning of learning. CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
Signifying the learning of Plant Biology is a challenge in teaching Biology. Several authors bring to light the aversion related to teaching and learning this curricular component, both in higher education and in basic education. This is the result of our historical distance with the natural environments that, as a consequence, brought us away from botanical knowledge. The use of practical classes has great potential, both bringing us closer to this knowledge, as well as assisting the teaching and learning process in botanical content, in addition to providing the student with a leading role through active methodologies. The methodology of the project was of a qualitative nature, influenced by the Research Action. With the objective of signifying botanical learning, five practical classes were applied with a total of 38 students, from two classes of the second year of high school, from the State School of Elementary and High School Carlos Chagas, linked to the public network of Paraíba. The contents discussed were: Seeds, Germination, Roots, Stems and Leaves. For data collection, questionnaires were applied (tests), notes taken by students during the realization of practical classes and participant observation. After analyzing the data, the contribution of practical classes in botanical learning was observed, in addition to its potential as an active methodology. During the interventions, student leadership was observed, reflected in their active participation during the conduct of practical classes. In the analysis of the tests, the progression of knowledge learned among the participating students was noticeable. The students evaluated the activities as positive, indicating the influence of the methodology. The actions developed and executed during the pedagogical interventions formatted the content of a booklet with the proposal of practical classes, based on active methodology, composing a didactic sequence, problematized in order to propose investigations in the teaching of contents in botany. This material will be made available through the PROFBIO - UFPB online repository, to serve as a contribution to Biology teachers. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-02 2020-08-31 2021-09-15T23:12:25Z 2021-09-15T23:12:25Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/21041 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/21041 |
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por |
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por |
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http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Biologia Molecular Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO) UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Biologia Molecular Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO) UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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