Classificação e identificação botânica no ensino secundário público: análise crítica
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Tipo
TCC
Data de publicação
2022-12
Periódico
Citações (Scopus)
Autores
Oliver, Rodrigo Monteiro
Orientador
Pechliye, Magda Medhat
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Resumo
O presente trabalho aborda como tema a classificação e identificação botânica em uma escola estadual na zona norte da cidade de São Paulo a partir de uma sequência de aulas. O objetivo do estudo foi analisar a percepção dos alunos frente aos processos taxonômicos e sua importância para além da Biologia. O método aplicado baseou-se em utilizar elementos do dia a dia de cada aluno para torná-los sujeitos ativos da construção do conhecimento, a partir de discussões realizadas em sala. Assim, ao final da sequência, os estudantes seriam capazes de utilizar seus próprios critérios classificatórios, criando chaves de identificação de espécies vegetais como produto final de sua aprendizagem. Com os resultados obtidos neste estudo, foi possível analisar a possibilidade de como melhorar o entendimento dos alunos acerca do tema, como também, ressaltar a importância da aprendizagem significativa nas escolas de nível médio, relacionando o conteúdo aprendido com a realidade dos discentes. Portanto, a abordagem empregada no estudo possibilitou que o conteúdo apresentado ficasse mais acessível para os alunos bem como o maior contato destes com o meio científico. Ademais, este trabalho tem potencial para motivar outros docentes que visam a diversificação do aprendizado.
The present work deals with the theme of classification and botanical identification in a state school in the north of the city of São Paulo, based on a sequence of classes. The objective of this study was to analyze the students' perception of taxonomic processes and their importance beyond Biology. The study method was based on discussions held in the classroom using the elements of each students’ daily life to make them active subjects in the construction of their knowledge. At the end of the sequence classes/period, students would be able to use their own classification criteria, creating identification keys for plant species as a final product of their learning. As a result of this study, it was possible not only to outline strategies in order to improve students' understanding of the subject, but also to bring to light the importance of Meaningful Teaching in secondary schools, relating making connections between the content learned with the reality of students. Therefore, the approach employed in the study made it possible for the presented content to become more accessible to students, as well as for them to have greater contact with the scientific environment. Furthermore, this work has the potential to motivate other professors who aim at diversifying learning.
The present work deals with the theme of classification and botanical identification in a state school in the north of the city of São Paulo, based on a sequence of classes. The objective of this study was to analyze the students' perception of taxonomic processes and their importance beyond Biology. The study method was based on discussions held in the classroom using the elements of each students’ daily life to make them active subjects in the construction of their knowledge. At the end of the sequence classes/period, students would be able to use their own classification criteria, creating identification keys for plant species as a final product of their learning. As a result of this study, it was possible not only to outline strategies in order to improve students' understanding of the subject, but also to bring to light the importance of Meaningful Teaching in secondary schools, relating making connections between the content learned with the reality of students. Therefore, the approach employed in the study made it possible for the presented content to become more accessible to students, as well as for them to have greater contact with the scientific environment. Furthermore, this work has the potential to motivate other professors who aim at diversifying learning.
Descrição
Palavras-chave
aprendizagem significativa , classificação , identificação , meaningful teaching , classification , identification