A sequência didática como metodologia para o ensino das angiospermas em uma escola estadual de Parintins/Am

Abstract

Botany is dedicated to investigating various aspects of the plant world, from the microscopic structure of cells to the organization of ecosystems. Among its main areas are plant physiology, which studies vital processes such as photosynthesis and respiration, and morphology, which analyzes the form and development of plant structures. This study aimed to investigate a didactic sequence for teaching and learning Botany with high school students in the municipality of Parintins-AM, Brazil. Using a qualitative approach, the data collection instruments included a theoretical foundation on the subject and a didactic sequence focusing on the Botany topic "plant morphology: leaves of the Angiosperm group." The results indicate that although some students already recognized the importance of plants, there was limited prior knowledge about angiosperms and their groups. The application of the didactic sequence, which included fieldwork, herbarium specimen preparation, and discussion circles, promoted greater engagement, facilitated the construction of botanical concepts, and enabled meaningful learning. As a result, students began to perceive Botany as relevant and present in their daily lives, highlighting the effectiveness of active methodologies and the integration of theory and practice. When applied in a structured manner, these methodologies not only make learning more engaging but also enhance content comprehension, fostering the development of scientific concepts that students will carry beyond the classroom. Furthermore, by linking Botany teaching to observation, analysis, and experimentation in the field, learning becomes more meaningful and applicable to students' daily lives. The study concludes that the didactic sequence is an effective strategy for making Botany teaching more attractive, contextualized, and meaningful, transforming students' relationship with the subject and strengthening their understanding of the importance of plants in the environment and human life. It is suggested that this methodology can be replicated in other educational contexts, particularly in regions with rich biodiversity, such as the Amazon.