Sequências didáticas investigativas e o ensino de botânica: aprendendo caracterização e reprodução dos grupos de plantas no Ensino Médio

Abstract

This study sought to investigate possible contributions of inquiry-based teaching to the learning of Biology topics, such as Botany, a topic that is often worked on in a decontextualized manner, making no sense for the student's education and reality. Two Investigative Didactic Sequences (IDSs) were produced, called “Plants on cards” and “Reproducing the life cycle of plant groups”. The first deals with the characterization of plant groups and the second with the reproduction of these groups. The IDSs were built using computer programs and virtual editing tools, such as Canva, PowerPoint, and Word, to create cards, edit images, assemble assessment sheets, and write text. The great potential for interdisciplinary work of the IDSs with other curricular components, such as Art, and some Training Itineraries, such as Technology and Innovation, for the creation of educational products provided for in the IDSs (e.g., to produce cards manually or virtually by the students themselves) stands out. Data recording forms were developed, where students record their learning throughout the stages proposed in the SDIs and which serve as a basis for evaluation by the teacher. At the end of the application of the activities, a teaching process evaluation form is proposed, so that students can make their suggestions and criticisms about the materials and indicate possible adaptations and improvements in the proposals presented. All activities proposed in the SDIs can be replicated within the school environment, in different ways and possibilities, when contextualized with the reality of each school, class, teacher and student, and may predominantly use technological resources or not for their execution. The planned activities fit in with what isforeseen in inquiry-based teaching, in active methodologies, composing a didactic sequence composed of problematized activities in order to propose investigations in the teaching of the proposed content. It is essential to propose teaching activities and didactic approaches that envision good quality teaching in Basic Education schools, as one of the means for the formation of citizens capable of arguing and intervening in issues and problems present in society at local and global levels.