Conhecer para preservar: concepções dos alunos do 9º ano do ensino fundamental sobre os anuros em duas escolas urbanas do município de Boca do Acre – AM

Abstract

Traditional knowledge is that passed on from father to son over generations and has been acquired through daily experiences, and the fact that they are based on beliefs makes it impossible to obtain more elaborate knowledge. For most human beings, the animals that most attract them are domestic and large animals, although the small ones also have their value and contribution to nature, among them are frogs that have great importance for the ecosystem and there is a need for their preservation to maintain its balance, in addition to contributing as bioindicators of habitat quality because they are very sensitive to environmental impacts and control the population of a range of insects, they are also highly sought after by the pharmaceutical industry because of the substances it contains in your skin. Many myths are behind these animals and consequently the people have an aversion to them to the point of killing them. Therefore, there is a concern to work on this topic in the classroom, where students arrive at school with all their family baggage and these myths and beliefs are being broken and students come to have the true idea about these animals. The teacher has the role of mediator of knowledge, and through questions made in the classroom, he has access to the previous knowledge of the students. students, based on that, works with the class through dialogue in order to establish a relationship between what the student knows and the new contents proposed. The present study aimed to evaluate whether the conception of 9th grade students about anurans varies according to the area in which the school is located. During the study it was observed that most of the students in both classes did not study about frogs at school and a considerable amount had difficulty in conceptualizing the term amphibian, others conceptualized it wrongly. Students claimed to see frogs frequently and this number is even higher in class “B”, possibly associated with the place where the school is entered. Some students reported having a negative attitude when they saw frogs, others said they had no reaction at all. It was clear in the students' speech the little knowledge they carry with them about this taxonomic group and many left it clear that they do not know the relevance that these animals have in nature, but a small portion reported succinctly that frogs eliminate pests and this is one of the contributions of these animals. The dialogic expository class contributed positively to student learning and through the quiz, this collaboration was observed in which most groups correctly answered what was proposed to them, concluding that learning about frogs was significant.