Um olhar para as plantas: Abordagem por meio de sequências didáticas investigativas

• Autor(a) principal: Silva, Thulio Garcia
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/39670
• topic: Cegueira botânica; Impercepção botânica; Ensino por investigação; Sequência didática; Aulas práticas; CNPQ::CIENCIAS BIOLOGICAS

The objective of this study was to investigate the impact of the investigative didactic sequence on plant unawareness among second-year high school students in a state school. To achieve this, we planned the sequences, applied them, and collected data through observations. The development of the didactic sequence was based on the investigative approach, aiming to make the study of plants more engaging and meaningful. We prioritized the creation of practical activities, both in the schoolyard and in the Science laboratory, as well as the development of a game and a mind map in the classroom, with the goal of promoting active student participation in the teaching-learning process. The implementation of the didactic sequence allowed for a direct observation of the impact on students' learning experiences. The inclusion of practical activities not only solidified theoretical concepts but also provided a deeper immersion in the subject, stimulating interest and active participation from students. The diversity of learning environments contributed to a more holistic and contextualized understanding of the content. Results analysis was conducted through participant observations that captured dialogues, interactions, and student participation at all stages of the educational process. The investigative didactic sequence approach proved effective in expanding students' knowledge of botany. Furthermore, the emphasis on meaningful learning and the development of skills for citizenship, such as critical reflection and assessment of learning, highlighted the approach as a catalyst for the overall development of students. The results indicated that the investigative didactic sequence approach was successful in eliciting greater interest and motivation from students. This study emphasizes the importance of approaches that make students protagonists in the teaching-learning process and allow them to learn about botany in a contextualized, practical manner, exploring the plants around them, thus avoiding what is known as plant unawareness.