Práticas pedagógicas para o ensino de botânica numa escoia pública de Barra de Santa Rosa — PB.

Abstract

The teaching of Botany, in general, is marked by several obstacles, of which we can highlight the lack of interest of students in this area of study and the difticulty in developing teaching methods that aim to facilitate the understanding of the content, providing signilicant learning. Although the importance of using different methods as & mechanism for teaching science and biology is evident, classes are largely characterized as merely traditional, with no oontextualization of content. Therefore, the present research proposed to work on botany content based on different pedagogical practices with students from the Brd year of high school from EEEFM. José Luiz Neto, located in the municipality of Barra de Santa Rosa-PB, in order to arouse their interest in the process of knowledge construction, providing a meaningful learning. A qualitative and quantitative study was carried out in five stages: 1) Presentation of an expository class on Angiospenns; 2) Conducting a practical classroom class on Angiosperm morphology; 3) Çonducting & practical lecture in the biology laboratory on plant histology; 4) Preparation of didactic materials (fruit memory game and stem anatomy model); 5) Application of an evaluative questionnaire, and subsequent analysis of the data through the technique of content analysis described by Bardin (2009). During the development of the actions, the students“ involvement and oommitment to the proposed activities were visible. especially during the course of plant histology. which enabled a contextualized and differentiated class, where the students felt part of the experience. When analyzing the results of the questionnaire. applied after the pedagogical actions, it was verified that such actions were very effective, since a better performance of the students with respect to the elaboration of their answers, relating theory and practice, and according to the statements presented by them how practices contribute to a better understanding of the content addressed, contributing to meaninglul learning,