Estratégias pedagógicas para o ensino de botânica na educação básica
| العنوان: | Estratégias pedagógicas para o ensino de botânica na educação básica |
|---|---|
| المؤلفون: | Moreira, Luiz Henrique Liberato |
| المساهمون: | Feitosa, Antônia Arisdélia Fonseca Matias Aguiar, Queiroz, Rubens Teixeira de |
| بيانات النشر: | Universidade Federal da Paraíba Brasil Ciências Biológicas UFPB |
| سنة النشر: | 2019 |
| المجموعة: | Universidade Federal da Paraiba: Biblioteca Digital de Teses e Dissertações |
| مصطلحات موضوعية: | Botânica - Educação básica, Ensino-aprendizagem em biologia, Instrumentalização no ensino de botânica, CNPQ::CIENCIAS BIOLOGICAS |
| الوصف: | Biology put together the different areas of the sciences that study the life, and so, the Botany is the area of the study of plants, grouping them and classifying them according to their morphological, ecological* and physiological aspects. The traditional approaches applied by the school teacher of Biology have been a limiting factor in the production of Botany knowledge in high school. The teaching of Botany has been characterized as a pure application of content, without bringing the contextualization of scientific concepts. In this scenario, the teacher is challenged to adopt pedagogical alternatives that contribute to the construction of effective botanical knowledge and that awakens in students the interest regarding plant biology. This work aimed to develop active methodological strategies as facilitators of learning in Botany in Basic Education and was conducted between August–December/2017, with students of two classes of the second year of high school, a public school of the city of João Pessoa - PB. The activities were performed based on the qualitative approach of the research. We used action research as methodological strategy. Data collection was done through pedagogical analysis forms; application of questionnaires, workshops and field studies. Observations and application of tests (pre-test) that treated about Botany contents were performed as methodological and cognitive diagnoses, respectively. Didactic sequences, thematic workshops and field study, were planned and applied based on the data obtained. The evaluation process was continuous, mediator and diagnosis with a posttest. As result, it was possible to notice that in the pre-tests, from the cognitive point of view, the students of the two classes presented showed little knowledge about botanical concepts, did not demonstrated interest in the basic contents of the lessons concepts, functions and forms of plants), as well as in the plant groups of the local biome. After the performance of thematic workshops and field studies in one of the ... |
| نوع الوثيقة: | other/unknown material |
| اللغة: | Portuguese |
| Relation: | https://repositorio.ufpb.br/jspui/handle/123456789/14882 |
| الاتاحة: | https://repositorio.ufpb.br/jspui/handle/123456789/14882 |
| Rights: | Acesso Aberto |
| رقم الانضمام: | edsbas.2F763957 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |