O ensino das angiospermas em espaços não formais

Abstract

The teaching and learning process can have a significant result when theoretical knowledge is combined with practice, thus resulting in student learning. In the teaching of Botany, the use of non-formal education spaces with field classes becomes a didactic resource to overcome the demotivation and disinterest of students and their teachers. Since, these spaces can help the teacher to conduct interesting classes and promote not only the learning of concepts and their interrelations, but also the awareness for the sustainable use and conservation of the natural resources of the Amazon. Thus, this work aimed to analyze the development of didactic-pedagogical strategies in a non-formal space for learning concepts about Angiosperms with basic students. The research methodology had a qualitative character. We used as a tool for data collection the bibliographic research and the didactic sequence in five moments: tour class, collection of dicotyledonous angiosperm samples, text production and construction of conceptual maps. The development of the didactic sequence resulted in the students’ motivation and interest in learning significantly about biodiversity, vegetation and their interrelations and their teaching of angiosperms. In the outing class, we provide students with greater contact with vegetables in the living laboratory, especially with the morphology of dicotyledonous angiosperms. Textual production and concept maps revealed significant learning about angiosperm morphology. Coherent propositions and hierarchical organization of concepts were presented in the concept maps. There was the systematization of students’ previous knowledge and their association with new knowledge. Therefore, the implementation of the didactic sequence contributed to the development of science education for basic education students.