O ensino de conceitos biológicos de biodiversidade a partir de uma sequência investigativa

Abstract

Biodiversity, which contributes to environmental balance and comprises the variety and variability of organisms present in nature, including diversity from the level of genes to biological ecosystems, configuring itself as the diversity of life. The study of this topic, with the use of an active learning methodology that focuses on problematizing issues, encourages the student to develop a leading role in the construction and/or consolidation of scientific knowledge. In this sense, this work was developed by me, as a Biology teacher at the Regina Pacis High School Reference School, located in the Municipality of Palmeirina (PE) with the participation of 20 students from the 2nd year “A”. The main objective of this research was to develop and apply an Investigative Teaching Sequence (SEI) involving theoretical-expository classes and field classes, in order to contribute to the systematization and learning of biological concepts related to biodiversity. The research was qualitative, of the action research type, in which data collection and analysis were carried out through observations of the students' conceptual, attitudinal and procedural knowledge in carrying out the activities. The actions developed also made it possible for me as a Master's teacher to reflect on my pedagogical practice. The students, in the formal teaching space, had lectures in dialogue with guiding questions for the other stages of the research. A field class was held, in which the students carried out a survey of the arboreal individuals present in two 10x10m plots. For this, the students formed two groups and each worked on a plot for later comparison and discussion of the data. The botanical material collected was taken to the school and grouped by the students into morphospecies, through morphological analysis. After this step, each group of students counted the number of morphospecies found in each plot and presented the results to their colleagues. With the teacher's mediation, discussions were held about the concepts of species, richness, abundance and diversity. Students were encouraged to present the results obtained using different tools, such as: reporting; oral presentation in the classroom and infographic development. The research had as a product an Investigative Teaching Sequence (SEI) that described the methodology used, which helped students to assimilate new knowledge and/or consolidate the pre-existing ones on biological concepts related to biodiversity with a level of functional and structural knowledge, here is the suggestion and encouragement for other teachers to use it literally or even working with other groups of living beings and with interdisciplinarity to help students reach a multidimensional level of knowledge in which they will have the ability to correlate it with other areas of knowledge and to their everyday life.