<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000100101</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n1a05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Botânica na pandemia: uso de pranchas no ensino de Sistemática de Fanerógamas]]></article-title>
<article-title xml:lang="en"><![CDATA[Botany in the pandemic: use of botany illustrations in the teaching of plant systematics]]></article-title>
<article-title xml:lang="es"><![CDATA[Botánica en la pandemia: uso de ilustraciones botánicas en la enseñanza de la sistemática de las fanerógamas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Christiane de Paula Ribeiro Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos Filho]]></surname>
<given-names><![CDATA[Francisco Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Sheila Milena Neves de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Piauí  ]]></institution>
<addr-line><![CDATA[Piauí ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Piauí Programa de Pós-Graduação em Desenvolvimento e Meio Ambiente Centro de Ciências da Natureza da Universidade Estadual do Piauí]]></institution>
<addr-line><![CDATA[Piauí ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual do Piauí  ]]></institution>
<addr-line><![CDATA[Piauí ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As aulas práticas de Botânica aumentam o interesse dos estudantes pelo tema, que é considerado de difícil assimilação. Porém, por causa da pandemia, esse sistema precisou ser adaptado. Propomos o uso de pranchas com ilustrações de estruturas vegetativas e reprodutivas para a identificação de famílias botânicas, como alternativa remota para aulas práticas de Sistemática de Fanerógamas. As pranchas continham ilustrações, diagrama e fórmula floral representativas da família. Disponibilizamos também um glossário para as terminologias e bibliografia especializada. Inicialmente, muitos estudantes acharam a atividade difícil, mas, após um acompanhamento, todos foram capazes de finalizar a tarefa com êxito. Os resultados demonstram que os estudantes já tinham o conhecimento para realizar a proposta, mas pelo medo de errar, evitavam as tentativas. Acreditamos que esse modelo ampliou o aprendizado, supriu a necessidade de abordagens práticas no ensino remoto e serviu como alternativa para locais onde as práticas não são uma opção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The practical classes in botany increase student´s interest in the subject, which is considered difficult to assimilate. However, due to the pandemic, this system had to be adapted. We propose the use of botany illustrations boards for the identification of species families, as an alternative to practical approach in classes of Plant Systematics. The boards contained drawing of structures, a diagram and floral formula representative for the families. We also provide the students with a glossary for botanical terms and bibliography. Initially, many students found the activity difficult, however after follow-up, all were able to complete the task successfully. This showed that they already had the knowledge to carry out the proposal, but for fear of making mistakes, avoided trying. We believe that this model can increase learning, provides practical approaches in online teaching and can serve as an alternative for moments/places where practice is not an option.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las clases prácticas de botánica aumentan el interés de los estudiantes por el tema, que se considera de difícil asimilación. Sin embargo, debido a la pandemia, este sistema tuvo que adaptarse. Proponemos el uso de ilustraciones botánicas para la identificación de familias de plantas, como alternativa a las clases prácticas de Sistemática de Fanerogamas. Las ilustraciones contenían dibujos de estructuras vegetativas/reproductivas, diagrama y fórmula floral. Proporcionamos también un glosario para terminologías y bibliografía especializado. De hecho, muchos estudiantes encontraron la actividad difícil, pero después del seguimiento, todos pudieron completar la tarea con éxito. Esto demostró que los estudiantes ya tenían los conocimientos para llevar a cabo la propuesta, pero por temor a equivocarse, evitaron intentarlo. Creemos que este modelo ha expandido el aprendizaje, satisfaciendo la necesidad de enfoques prácticos en el aprendizaje remoto y sirviendo como una alternativa para lugares donde la práctica no es una opción.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de botânica]]></kwd>
<kwd lng="pt"><![CDATA[Aulas práticas]]></kwd>
<kwd lng="pt"><![CDATA[Sistemática de Fanerógamas]]></kwd>
<kwd lng="pt"><![CDATA[Pranchas morfológicas]]></kwd>
<kwd lng="en"><![CDATA[Remote teaching]]></kwd>
<kwd lng="en"><![CDATA[Botany teaching]]></kwd>
<kwd lng="en"><![CDATA[Practical classes]]></kwd>
<kwd lng="en"><![CDATA[Systematics of Phanerogams]]></kwd>
<kwd lng="en"><![CDATA[Morphological boards]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza remota]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la botánica]]></kwd>
<kwd lng="es"><![CDATA[Clases prácticas]]></kwd>
<kwd lng="es"><![CDATA[Sistemática de fanerógamas]]></kwd>
<kwd lng="es"><![CDATA[Tableros morfológicos]]></kwd>
</kwd-group>
</article-meta>
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