Banca de DEFESA: PATRÍCIA BARRETO MEDRADO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : PATRÍCIA BARRETO MEDRADO
DATA : 14/07/2022
HORA: 08:00
LOCAL: meet.google.com/oaf-wzoo-cdb
TÍTULO:

PRACTICAL/EXPERIMENTAL DIDACTIC SEQUENCE AS A PEDAGOGICAL TOOL FOR THE INVESTIGATIVE TEACHING OF BOTANICAL IN BIOLOGY

PALAVRAS-CHAVES:

Qualitative research. Biology teaching. Problematization. Following teaching.

 

PÁGINAS: 32
GRANDE ÁREA: Ciências Biológicas
ÁREA: Biologia Geral
RESUMO:

Researches reveal that the use of didactic sequences with investigative practices is a strategy of great relevance, as it leads to the improvement of teaching and learning, making classes more attractive and arousing greater student interest when seeking to solve problems in their daily lives. Therefore, this study aimed to investigate the understanding of Biology contents in the construction of knowledge of high school students through the application of the investigative didactic sequence with practical/experimental activity on the inorganic nutrition of plants, expanding beyond the classroom an experience of the contents in practice and also the analysis of its contribution to a change in the orientation of the student's actions when using the scientific method in the search for a solution to a problem, valuing the mistakes and successes, enabling questions and even reformulations during the Biology teaching process. A qualitative exploratory research approach was used and data were produced through the application of pre- and post-test questionnaires applied to 25 students in the 3rd year of high school at the Wilson de Almeida-Nova Olímpia-MT state school. For this, the theoretical foundation and the elaboration of the didactic sequence with practice/experimental were done according to the investigative bias: Observation and initial questioning: students were encouraged to observe and engage in carrying out the activity with the theme of inorganic nutrition of plants, through the presentation of a narrative followed by a problematizing question. Knowledge organization: through the pre-test questionnaire, students presented initial hypotheses about the topic addressed based on what they remembered and which will be proven or not. By analyzing student responses to the question "What do you understand about inorganic plant nutrition?" it was noticed that there is a deficit in knowledge about inorganic plant nutrition, as 72% said they do not know/do not remember what inorganic plant nutrition is. They engaged in carrying out the practice/experimental seeking an answer to the initial problematization. Application of knowledge: the conclusions after observation of the experiment were systematized and annotated, and the newly acquired knowledge allowed the understanding, analysis, interpretation, formulation and reformulation of concepts generated by the students in response to initial problematization and later the socialization of these acquired concepts will occur. As a final result of this research, it is expected that students in the 3rd year of high school reach an effective understanding and improvement of the concepts on the subject addressed in the investigative didactic sequence. As a final product, a manual is being produced containing examples of didactic sequences with investigative practices/experimentals for the teaching of Biology, which will be a methodological tool that can be used in the pedagogical practices of teachers in the area of Natural Sciences in schools.

MEMBROS DA BANCA:
Presidente - 131960001 - CRISTIANE FERREIRA LOPES DE ARAUJO
Interno - 97693002 - FABIANA APARECIDA CALDART RODRIGUES
Externo à Instituição - PATRÍCIA NAYARA CALDAS SILVA - SME