Modelos florais como recurso didático para o ensino para o ensino de morfologia floral no ensino médio

Abstract

The learning of Biology, especially Botany, in Brazilian High School is characterized by the absence of innovative methodologies, being carried out mainly through a theoretical and traditional system. This approach makes the learning obtained in the classroom distant from the students' daily lives, hindering interest in content related to the plant kingdom, such as Floral Morphology. The classes, which are theoretical in nature, compromise learning by stimulating only rote memorization of the content. In light of this, this work aimed to analyze the contributions of creating floral models as a didactic resource for teaching floral structures. The specific objectives included: simplifying the teaching of floral structures through the construction of didactic models, identifying the main functions and characteristics of floral structures based on the assembly of flowers, and analyzing the knowledge gained about Floral Morphology after the didactic intervention. The research, of a quali-quantitative nature, was divided into four stages: 1) delivery and signing of the Free and Informed Consent Terms (TCLE) and the Free and Informed Assent Term (TALE), 2) application of the pre- questionnaire, expository and dialogued class, 3) assembly of floral models, presentation of the constructed models, and participant observation, 4) application of the post-questionnaire. The results showed a significant increase in students' understanding of the content of Floral Morphology after the construction of floral models. It is concluded, therefore, that the use of teaching resources in the teaching of Floral Morphology is effective in promoting meaningful learning, assisting both teachers and students in the teaching-learning process.