Ensino de botânica na perspectiva da abordagem investigativa: contribuições e análise

• Autor(a) principal: Ramos, Diana de Lima
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/216422
• topic: Inquiry science teaching; Botany teaching; Elementary school final years; Education; Ensino de ciências por investigação; Ensino de botânica; Ensino fundamental anos finais; Educação

The purpose of this work is to develop and apply an Investigative Teaching Sequence in a model considering the current moment of the COVID-19 pandemic and the reality of online classes. The thematic approach refers to an area of Botany to learn more and aims to promote the development of plants in environments with different light intensities, from the perspective of Science by Investigation. The sequence was developed in 4 (four) stages, two asynchronous and two synchronous, carried out through the Google Meet platform. In the first stage, a video and a video presenting a problem was sent. After that moment, a second asynchronous stage was developed, which consisted of the creation of a mini vegetable garden by the participants. To this end, instructions were sent through a folder, based on a request question in the initial video. The first synchronous step is a conversation through the Google Meet platform, to gather doubts, ideas and questions about the assembly of the mini vegetable garden, in order to improve the activity. After a certain time for observing the seeds and completing the notes and records, it was proposed to carry out the steps of the activity determination step, through an online conversation, based on the participants prepared to solve the initial question. Practical activities and conversations were carried out with the support of internet tools, such as Google Meet and WhatsApp, in social isolation. After the return of the classroom activities of the participating school in the research, the was developed with the help of the Science teacher in the classroom by the students who went to school in the "bubbles of coexistence" organized by the municipality for the transition back to classes and care in regarding COVID-19. The stages developed, due to the context in which the study was developed, will prevent some stages from being developed as planned. The results reached the impact of the teaching methodology used, observing the interest in developing as proposed activities and the important role of the teacher as teaching and encouraging dialogue. Notes for the records and occurrences that the participants present themselves in the development of the activity, and evidenced interesting questions and doubts of the teaching, bringing a potential of relationship with the participating students for the resolution of the study of the potential of the dialogue. proposed problem. We consider that the approach used was an important diversification tool and contributed to the learning of scientific knowledge related to seeds through the reconstruction of knowledge already possessed.