O uso de uma sequência de ensino investigativa sobre morfologia floral: um estudo em uma turma de 2º série do ensino médio de uma escola pública em Floriano – PI.

Abstract

The discipline of Biology, particularly Botany, is still often taught through traditional methods, which hinders effective learning. To overcome the fragmentation of teaching, the use of active methodologies stands out. Problem-based learning fosters knowledge construction through the search for solutions, which can be achieved via inquiry-based teaching. This study aimed to evaluate na investigative teaching sequence (ITS) on floral morphology, involving the dissection of Hibiscus rosa-sinensis L. flowers, with2nd-year high school students from a public school in Floriano, Piauí, Brazil. The research was approved by the Research Ethics Committee (CEP/UFPI), Opinion No. 7,194,168, and involved 29 students who answered questionnaires with objective and subjective questions. During the problematization phase, students demonstrated knowledge only of decorative and productive aspects of flowers, such as honey and pollen, while unaware of their reproductive function or the difference between a flower and na inflorescence. After the ITS, progress was observed in subjective questions, with more complete and contextualized answers. In objective questions, the average normalized gain was 0.46 (medium level). Questions 5 and 7 showed high gains (0.78 and 0.81, respectively), while questions 2, 3, 4, 6, and 9 had medium gains (0.30 ≤ g < 0.70). The practical class was rated as excellent by students, with high engagement and low difficulty. It is concluded that the inquiry-based approach promoted interest, deeper content understanding, and the development of skills such as argumentation and autonomy, enhancing student protagonism.