O ensino de botânica a partir da observação de situações do cotidiano

Abstract

This paper had the objective to verify whether a lesson sequence on Botanics increases students’ perception of plants in our daily life. According to published studies, several students present difficulties in learning Botanics. They often question the usefulness of the subjects in their lives and complain about the nomenclature taught in Botanic classes, therefore highlighting the occurrence of “botanic blindness”. Taking it into account, a learning sequence was used with the aim to widen students’ view of the presence of plants - directly or indirectly - in their routine. Data on direct observation - registered in field notes - have been collected and analyzed. We highlighted the participation of both teacher and students during the activities; the knowledge presented and developed throughout the interventions; the analysis of the videos produced by the students. We have observed that valuing both everyday life and students’ previous knowledge are good strategies for teaching Botanics, since students’ perception of plants in their routine has increased. The production of videos facilitated the systematization of content, and it also made the classroom environment more collaborative.