O estudo da morfologia floral e polinização por meio de modelos didáticos

Abstract

Biology has an unparalleled range of subjects, as a result, its study is done in a fragmented way among different fields of study, one of which is Botany, which studies plants in general. Botany presents a variety of problems concerning the teaching and learning process, such as: technical terms, students' lack of interest, student training, emphasis given to other areas, traditional teaching methods, among others. So looking for other forms of classroom activities that can be alternatives to the traditional classroom methods may create solutions to improve the teaching process. In this way, the didactic models referring to botanical structures function as tools of pedagogical potential to reverse the set of difficulties in Botany classes. Therefore, this work proposes, in a qualitative-quantitative and collaborative effort with high school students, the formulation of a collaborative proposal for Botany teaching through the production of didactic models. At first, the participants' prior knowledge was sought with three questions about plant reproduction, posing a problem situation and application of a data collection instrument to assess students' knowledge and what their expectations regarding Botany content. In acsecond moment, the research participants were encouraged to select Botany contents used in the production of didactic models. At this moment, a new data collection instrument was applied, seeking to know the participants' opinion about the applied methodology. In the third moment, a seminar was organized to present the manual and the didactic models made by them throughout the research and a last data collection instrument was applied to express their opinions about the methodology used and possible comparisons with the traditional method. As a result of the research development, a didactic manual and four models of flowers were produced, one in EVA, two with A4 paper and one with a plastic bottle. The methodology used provided students with engagement and protagonism in knowledge production.