<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602017000200262</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2017v7n2id313</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção de conceitos em botânica a partir de uma sequência didática interativa proposições para o ensio de Ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[The construction of botanical concepts from an interactive didactic sequence: propositions for the teaching of Sciences]]></article-title>
<article-title xml:lang="es"><![CDATA[La construcción de conceptos en botânica desde una secuencia de enseñanza interactiva: propuestas para la enseñanza de las ciencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moul]]></surname>
<given-names><![CDATA[Renato Araújo Torres de Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Flávia Carolina Lins da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco Programa de Pós-Graduação em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco Departamento de Biologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>262</fpage>
<lpage>282</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602017000200262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602017000200262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602017000200262&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A botânica, uma das áreas de estudo da Biologia, é vista por muitos docentes como um obstáculo para a transposição didática. O ensino de botânica por vezes se dá de forma desarticulada e desprovido de contextualização, numa abordagem que dificulta a adequada aprendizagem dos conceitos. A fim de compreender a construção dos conceitos científicos de vinte e quatro estudantes do Ensino Médio acerca de temas em botânica, empregamos a Sequência Didática Interativa (SDI), com o acompanhamento da elaboração do conhecimento por etapas e em interação com os pares. Como resultado, observou-se que muitas concepções dos estudantes são reafirmadas após a sequência didática, novos conceitos aparecem na formulação de argumentos e ainda, se produz uma visão holística, articulando as plantas entre os diversos níveis de organização em Biologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Botany, one of the study areas of biology, is seen by many teachers as an obstacle to didactic transposition. The teaching of botany sometimes occurs in a fragmented way and without contextualization, in an approach that hinders the proper learning of concepts. In order to understand the construction of the scientific concepts of twenty-four high school students about botany subjects, we used the Sequência Didática Interativa (SDI), with the follow-up of the elaboration of knowledge in steps and in interaction between students. As a result, it was observed that many conceptions of students are reaffirmed after the didactic sequence, new concepts appear in the formulation of arguments and a holistic view is produced, articulating the plants with the different levels of organization in Biology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La botánica, una de las áreas de estudio de biología, es vista por muchos profesores como un obstáculo para la transposición didáctica. La enseñanza de la botánica a veces ocurre de forma inconexa y fuera de contexto, con un enfoque que dificulta el correcto aprendizaje de conceptos. Con el fin de comprender la construcción de los conceptos científicos de veinticuatro estudiantes de secundaria sobre temas de botánica, se utilizó una secuencia de enseñanza interactiva con el seguimiento de la evolución de los conocimientos en etapas y la interacción con sus compañeros. Como resultado, se observó que muchas concepciones de los estudiantes se reafirman después de la secuencia de enseñanza, nuevos conceptos aparecen en la formulación de alegaciones, así como una visión integral, articulando las plantas entre los diversos niveles de organización en Biología.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Conceitos]]></kwd>
<kwd lng="pt"><![CDATA[Botânica]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Concepts]]></kwd>
<kwd lng="en"><![CDATA[Botany]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Conceptos]]></kwd>
<kwd lng="es"><![CDATA[Botánica]]></kwd>
</kwd-group>
</article-meta>
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