O uso de uma sequência didática como estratégia de ensino e aprendizagem de conceitos científicos em botânica as pteridófitas como tema de estudo

Abstract

The teaching and learning process in Natural Sciences must be favored by means of multiple strategies that allow the assimilation of scientific concepts in the area and scientific literacy. To guarantee scientific literacy, it is necessary to implement teaching and learning methodologies that encourage students to scientific research. In this perspective of scientific and citizen formation, this work aimed to evaluate the contribution of a didactic sequence to the meaningful learning of concepts about Pteridophytes with students of Basic Education. The methodology used was qualitative research and the instruments for data collection were bibliographic review, questionnaires to students in the 3rd year of high school and didactic sequence. The research subjects were 20 students from the 3rd year of high school. The results of the questionnaires to the students indicate that they have sub-subsectors on Botany. 83% of them reported that they have already learned about subjects related to photosynthesis, vitamins, nutrients provided by plants to humans and reproduction. This knowledge is prior knowledge about plant physiology and applied botany. The didactic sequence activities enabled students to broaden their understanding of plants, especially Pteridophytes, as well as the development of their ability to reflect, argue and propose solutions.