Atividades experimentais investigativas como estratégia no ensino de Fisiologia Vegetal para estudantes do Ensino Médio

Abstract

Biology is part of the curriculum of the Natural Sciences and Technologies area. Within this discipline, Botany is often considered one of the most challenging areas for teaching, especially with regard to Plant Physiology. Among the factors that contribute to these difficulties, we highlight the abstraction of content, gaps in initial and continuing teacher training, and the use of poorly contextualized methodologies with low interdisciplinary articulation. It is understood that the adoption of methodologies that replace traditional teaching can make the teaching of Plant Physiology more attractive. In this sense, inquirybased teaching is an alternative that stimulates students' curiosity through the investigative process and, associated with active methodologies, provides student protagonism. The objective of this study was to develop experimental activities, with an investigative approach, as a way to contribute to the improvement of the teaching-learning process of Plant Physiology. The research was conducted at a public school in the city of São Gonçalo do Amarante/RN, with the target audience being 40 students, aged between 15 and 17, who were part of a class in the Formative Workshop, a subject in the Potiguar High School curriculum. The research is characterized as qualitative and quantitative, with the application of questionnaires and data collection through logbooks. The methodological approach included the execution of an Investigative Didactic Sequence composed of expository dialogued classes and experimental activities, guided by guiding questions that allowed the investigation and discussion of the results. The results obtained showed significant changes in the students' engagement and attitude towards scientific knowledge. Greater autonomy in conducting the experiments, collaborative organization of the groups and genuine interest in solving the proposed problems were observed. The practices enabled the active construction of knowledge, promoted dialogue, collective planning and overcoming of previous conceptions. The curiosity aroused during the activities reinforced the importance of experimental practices that value investigation and student protagonism. As a result of this study, a teaching guide was developed with accessible and replicable research proposals, contributing to teacher training and the qualification of Botany teaching in secondary education. It is concluded that the research approach has a high potential to promote significant learning and develop students' botanical perception, by articulating theory and practice in a contextualized, critical and participatory way.