The construction of botanical concepts from an interactive didactic sequence: propositions for the teaching of Sciences
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Revista Exitus
On-line version ISSN 2237-9460
Abstract
MOUL, Renato Araújo Torres de Melo and SILVA, Flávia Carolina Lins da. The construction of botanical concepts from an interactive didactic sequence: propositions for the teaching of Sciences. Rev. Exitus [online]. 2017, vol.7, n.2, pp.262-282. Epub May 17, 2018. ISSN 2237-9460. https://doi.org/10.24065/2237-9460.2017v7n2id313.
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.
Keywords : Teaching; Concepts; Botany.