Ensino da Morfologia do caule em escolas da educação básica

Abstract

This paper had the objective of evaluating the implementation of a didactic sequence for the significant learning of stem morphology with students of Basic Education. The didactic sequence was carried out in formal space (classroom) and in non-formal space (natural environment) through didactic strategies different from those that students experience in school everyday. The methodology of the research is qualitative. We used as tools for data collection bibliographic research and didactic sequence that was carried out in five moments: walking on the trail, collection of stem types, production of text, assembly of a collection of stems and construction of conceptual maps. The accomplishment of the didactic sequence resulted in the students' interest in learning significantly about biodiversity, vegetation and their interrelationships with other living beings. In the walk along the trail we provide students with greater contact with plant diversity in the living laboratory, especially with the stem morphology. Textual production and conceptual maps revealed significant learning about stem morphology. Coherentpropositions and hierarchical organization of concepts were presented in concept maps. We conclude that there was been a systematization between students' previous knowledge and the new knowledge. Therefore, through the implementation of the didactic sequence for the significant learning of the stem morphology, one can contribute to the development of the scientific education of the students of Basic Education. Key words: Botany teaching. Significant learning. Didactic sequence.