Intervenções pedagógicas diferenciadas como estratégias de aprendizagem no ensino de botânica no município de Macapá - AP

Abstract

The teaching of botany is traditionally qualified by the lack of interest on the part of the students. This is due to several factors, such as the fact of presenting difficult concepts and words and the difficulties faced by teachers in using different methodologies that bring the content closer to the student's reality. From this perspective, the aim of this paper was to compare the use of different pedagogical interventions in the teaching-learning process of botany in the discipline of science in a 7th grade elementary school class. Initially a dialogued lecture was given, then an initial questionnaire was applied to assess learning through this tool, after which two interventions were carried out (practical class of exposition of copies and the application of a didactic game), and finally the application of a final questionnaire to assess learning level after interventions. From the results achieved it was observed that after the dialogued lecture the students had knowledge about the subject, however after the pedagogical interventions there was an improvement in the teaching of plant groups. Comparing the results of the questionnaires before and after the two didactic interventions applied, we observed 7% to 40% increases in the correct answers of the questions, facilitating the learning of the curriculum content. Regarding the students' acceptability of the proposed methodologies, 100% (N = 25) of them recommended the replication of the methodology and reported being more motivated to learn more about the subject. Thus, it is believed that the two pedagogical interventions performed proved to be able to promote improvement in the teaching-learning process of Botany, being considered complementary tools that can be used to arouse the students interest and make the learning more meaningful.