Botânica no ensino médio: uso de sequência didática na prática docente

Abstract

Schools increasingly receive a diverse audience, both in origin and in learning, making learning difficulties greater, and making it necessary to seek procedures capable of assisting the pedagogical process. In the literature, we observed that individuals learn based on the meaning of concepts, in which learning based on preconceptions helps to better understand and contextualize the contents. Thus, a didactic sequence was proposed, one that worked the environment, considering the ecological and social role of plants. The objective was to assist in the contemplation and observation of plants as complex living beings belonging to an ecosystem. Moments were created to use the assumptions of meaningful learning, as well as teaching by investigation and mediation by the teacher. In a first moment of introduction and understanding of subsumers, it was noticed that the students had misunderstandings about the participation of the human being as a species and belonging to an evolutionary lineage associated with the various existing animals. In this practice, students were invited to observe a natural environment present in the schoolyard and make photographic records of the plants in that environment. They should record the observations through drawings of aerial organs of some plant that had caught their attention. Students also formed groups and shared photographs and drawings, and they were encouraged to formulate a question or a curiosity, linking their observations and previous knowledge, which was subject to internet research and, the data obtained, shared with other colleagues. In the end, the students built a representation or model of the natural environment from all the learning they acquired throughout the didactic sequence. After the application of the didactic sequence, a better participation, interaction and socialization among students was noticed, which becomes important after emergency remote teaching during the Covid-19 pandemic.