Uma visão diferente no ensino de morfologia de angiospermas por meio de uma sequência investigativa

Abstract

Making the student the protagonist of his own knowledge is not yet unanimous in the educational model in Brazil, because what is still observed is the traditional model. However, the use of methodologies, such as a Teaching Sequence by Investigation (SEI) well contextualized with the student's reality, can reduce or minimize this paradigm. Therefore, an SEI was developed and applied in the teaching of Angiosperm morphology, in order to improve the teaching and learning process in the 2nd Grade B class of Regular High School of a public state school in the urban area in the municipality of Picos- IP The research had a qualitative and quantitative character. The SEI, with 05 hours of face-to-face classes, was divided into four synchronous and asynchronous moments to carry out its activities. The contents were taught in an interactive and contextualized way, arousing in the student the curiosity to investigate and learn. Regarding the quantitative analysis, it can be observed that a good percentage, that is, more than 60% of the students did not have much affinity with Botany, in addition to not having had classes based on a didactic sequence. Regarding the qualitative analysis, the students' learning based on the Scientific Literacy Indicators (AC) was verified, among them the serialization of information, hypotheses, logical reasoning, among others. At the end of the research, it can be seen that the SEI, in addition to being well accepted by the students, also contributed significantly to the teaching and learning process. In addition, the school will have a manual on how to develop and apply the SEI, in the form of an E-book, which will serve as pedagogical support material in the teaching of Botany, and as inspiration for other areas of knowledge.