Botânica na escola: estratégias didáticas voltadas ao ensino de botânica

Abstract

This study addressed the teaching of botany using different didactic strategies, which are characterized by a set of actions that assist in the students' learning process. During the research, it was demonstrated how the use of these strategies impacts on meaningful learning and student protagonism. Based on this, the main objective of the study was to promote the teachinglearning process of botany content using different approaches, as well as to evaluate students' perception of this content, apply practical and playful activities, offer a meaningful learning process and indicate the use of different approaches in the teaching of botany. The activities were developed with students from the 2nd year of High School at Escola Cidadã Integral Técnica Prof. Olívio Pinto, located in João Pessoa/PB. To apply the different didactic strategies, the content was organized in a logical and continuous way within a Didactic Sequence (DS). In addition, a quantitative-qualitative approach was used. The results showed that approximately 60% of the students liked the botany content, demonstrating a positive perception of this content, and more than thirty second-grade students indicated practical classes and classes in environments outside of school as positive factors for improving botany teaching. As for teaching strategies, the results showed that they contribute positively to botany teaching, in addition to awakening students' interest and protagonism. This study contributed to redefining the way of teaching botany, demonstrating several possibilities for working with this content and indicating the most engaging strategies to be developed.