Sequência didática para o ensino de botânica: um instrumento facilitador no processo de ensino-aprendizagem

Abstract

The teaching of Botany is important because it offers the knowledge that helps the reflection and the change of the attitudes that allow for the continuity of life on the planet and the quality of the environment. This study aimed to assess the perception of educators and students from the public education system in Barreiros - Pernambuco in the approach of Botany education and to evaluate the didactic sequence applied as a tool to facilitate the teaching-learning process. The research was organized into two phases. In the first phase, a questionnaire was applied to nine Biology teachers in the Basic Education system and one hundred and seventy-nine students from the 2nd year of high school, aiming to determine their perception in regards to the Botany education. The second phase was held at the Escola Estadual Professor Joaquim Augusto de Noronha Filho public school, with one hundred and twenty-two high school students, divided into two groups, for the application of two teaching strategies with Botany content. A method using a dialogue-exposure type of lecture was applied to Group 1. The group 2 strategy was to teach using a didactic sequence, which had the following layout: pretest, brainstorming and problem solving in group, lecture with board game, practical and monitoring classes, reapplication of problem situations, planting activity and final evaluation, in this order. It was found that teachers (100%) and most students (90%) consider important to teach Botany in basic education, but students (54%) want more dynamic classes. According to the teachers, Plant Physiology is the most difficult content to approach in class and this reveals the need for refresher courses for teachers of Basic Education in this approach. Regarding the teaching strategies applied to the two groups, it was found that the didactic sequence had the best results. These findings reveal how important a didactic sequence with diverse modalities is important in teaching, as it allows the student to be an active agent and makes it possible to meet the most varied forms of learning. Therefore, the approach for changes in the teaching process involves the teacher as the central figure, and is crucial for the evolution of content learning and for the practice of citizenship.