Ensino da morfologia das folhas na educação básica em escola estadual do Município de Parintins

Abstract

In this paper we evaluate the implementation of a didactic sequence for the meaningful learning of leaf morphology with students of Basic Education. The didactic sequence was carried out in formal space (classroom) and in non-formal space (natural environment) through didactic strategies different from those that students experience in school every day. The methodology of the research is qualitative. We used as instruments for data collection the bibliographic research and didactic sequence that was carried out in five moments: walking on the trail, collection of excicates, text production, album assembly on leaf morphology and construction of conceptual maps. The texts produced revealed learning about plant diversity, plant morphology with emphasis on leaf morphology and plant physiology. The conceptual maps analyzed show hierarchical relationships between concepts of plant diversity treated during the didactic sequence. The Ausubelian principles of progressive differentiation and integrative reconciliation are present in the maps constructed by the students surveyed. Therefore, the implementation of the didactic sequence was relevant for the meaningful learning of the leaf morphology and can contribute to the development of the scientific education of the students of Basic Education. Key words: Botany teaching. Meaningful Learning. Didactic sequence.