Abstract

VINHOLI JUNIOR, Airton José. Contribuições da teoria da aprendizagem significativa para a aprendizagem de conceitos em botânica. Acta Scientiarum. Education [online]. 2011, vol.33, n.02, pp.281-288. ISSN 2178-5201.

The study was conducted in a school of the black community of Furnas do Dionísio (Jaraguari, Mato Grosso do Sul State). For its realization, initially, a test with questions of botany was applied to the students to identify the absence or presence of subsumers classified into adequate or partially adequate. This analysis was used for the planning and production of instructional strategies in order to facilitate interaction between new information and background on the student's cognitive structure in order to promote learning. After, educational interventions have been proposed based on dialogue between traditional knowledge and science in the classroom. Based on the results of these strategies and concept maps based on the Theory of Meaningful Learning of David Ausubel, built by students on the proposed content, we concluded that learning was satisfactory. Taking into account the methodology used to investigate the local knowledge about medicinal plants, it is concluded that this contribution was significant to the learning of botany.

Keywords : Meaningful Learning; Plant Morphology; Botany; Subsumers.

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