Atividades lúdicas investigativas em botânica no ensino médio

Abstract

Playfulness and autonomy in learning fosters one of the most fascinating and challenging processes of transformations experienced by students in knowledge construction. Therefore, it implies that teachers rethink practices and break routines in investigative teaching promotion, especially when the perception of botany does not culminate in educational learning, contributing to “plant blindness”. This research sought to use a playful proposal within investigative teaching strategies so that students could, by their own elaboration, base the understanding of the form and function of vascularization in plant organisms. The study was conducted with 23 students in senior year of the Escola Estadual Professor José Quintella Cavalcanti, in Arapiraca, Alagoas, where students: 1) Problematized and proposed hypotheses about water transport conditions in vegetables, soil precipitation and temperature; 2) They produced homemade videos and vegetable modeling in biscuit, in addition to creating a comic strip about water relations as a way of reviewing their hypotheses; 3) Socialized the material produced in the problematization, through a bingo game, associating it with the constructed knowledge. The advances made in learning and enthusiasm in the face of the challenges proposed at each stage were notorious. The forms applied with knowledge questionnaires at the beginning and at the end of the research, allowed us to assess the importance of the strategies offered. Finally, it was found that the playful activities in the investigative teaching used at each stage, for the study of botany, enhance the acquisition of knowledge, promoting challenges, overcoming, reflection, fun, revision and motivation in the construction of pleasant learning with successful experiences.