Aprendizagem significativa em botânica: um estudo com alunos do ensino médio envolvendo o tema briófitas

Abstract

This TCC aimed to apply a didactic sequence in the Teaching of Botany on the theme Bryophytes with students in the 3rd year of high school in a public school located in the rural area of Parintins-AM. Initially, a questionnaire was applied to identify the students' prior knowledge about Bryophytes based on their significant learning in and their familiarity with the topic. Afterwards, the didactic sequence was applied in 5 steps: Field class, where students could observe the Bryophytes in their natural habitat, analyzing their characteristics and ecological relationships in the environment, as well as their importance to nature. Exsiccate Production, where students prepare the samples that were preserved in envelopes and learned in practice the purpose and assembly of exsiccates. Text production, in the classroom, students were instructed to produce a text of their impressions about the field class. Guidance on concept maps, at this stage the students had a class on how to build concept maps, their structure and presentation of general and specific concepts and finally Concept Map Production, the students built concept maps on the subject Bryophytes, to verify which concepts were learned by the students and if the field class contributed to a Meaningful Learning. With the analysis of the collected data, it was considered that the didactic sequence contributed significantly to the Teaching of Botany. It is concluded that the students demonstrated new concepts and refuted misconceptions that were verified by the answers in the questionnaires.