Botânica e o ensino por investigação na educação básica

Abstract

Getting students to learn science today is not a simple task, especially when it comes to teaching botany, so we seek to work on teaching botany through science teaching by investigation, since teaching botany requires overcoming several difficulties. The teaching by investigation is a didactic approach that works the process of investigation in practice, being able to be worked since the Elementary School, in the initial years until the final years and it extends until the High School. Given the current demand for studies aimed at listing the teaching by research and teaching of botany, this dissertation was divided into two stages: bibliographic survey and development of sequences of investigative classes. The bibliographic survey showed that teaching by research is not a widely used approach in the teaching of botany in Basic Education. The development of sequences of investigative classes indicated that it is feasible to apply in the classroom even in the face of so many difficulties in the school environment. According to the results observed, it was found that investigative didactic strategies collaborate to overcome the traditional models of teaching, the tendency is to make the class more interactive, stimulate the interest of the student, establish the scientific culture in the school environment, and enhance the development of the student. Associating this approach in botany classes can engage students to be participants in the teaching of science, although the educational conception of investigative teaching and teaching of botany is unusual and there is almost no research in this area, is sustainable for meaningful learning. Thus, the Educational Product of this dissertation consists of a support material for Basic Education teachers with sequences of investigative classes that can contribute to the teaching of Science and Biology. Continuity of studies can provide more information and data to encourage Basic Education teachers.