A Botânica no ensino médio: uso do cladograma como ferramenta para facilitar o ensino e a aprendizagem dos grupos vegetais

Abstract

Make the Botany teaching attractive and participative is a assignment that the theachers of biology need to accept immediately, because what we often see, at classes of Brazilian Schools, are purely traditional classes, where teachers take on the function of knowledge holder and the students are information receivers. Adopting a teaching strategy that takes into account the student’s reality makes the pedagogical relationship between teacher and student easier. In this perspective, the cladogram appears às a methodological tool combined with the expository dialogued classes. The proposal of this study was to build a cladogram associated with the expository and dialogued classes to facilitate teaching, and make the learning of vegetable groups more meaningful. This study happened in three stages: in the 1st stage was applied the 1st questionnaire, in which the students answered the questions with the previous knowledge. In 2nd stage the expository dialogued classes were given followed by updating the cladogram with the apomorphies that were studied in these classes. In the last stage the 2nd questionnaire was applied and when they answered this questionnaire, the students had already studied the contents related to vegetable groups. In the questionnaires there were objective and essay questions. Comparing the results of the questionnaires it was noticed that there was a significant improvement in the number of correct answers and in the deepening of the essay answers of the 2nd questionnaire. The assessment that most students made, regarding the use of the cladogram to study vegetable groups is that it is an efficient tool, 94% of the students qualified it positively, that is, it helped the students to understand better the contentes taught in Botany classes. In this way, this study concludes that the use of the cladogram, together with the expository dialogued classes, it was a valid complementary strategy for the use of vegetable groups for high school students.