Proposição de sequência didática para o ensino de germinaçãoe dormência de sementes: utilização da espécie nativa mimosa caesalpiniifolia

Abstract

The teaching of Botany in high school faces numerous challenges, being a subject traditionally considered complex by students. The adoption of experimental practices with simple resources can facilitate the teaching-learning process and increase students' interest in Botany. This article explores the practice of germination and dormancy of seeds from a native species, aiming to enrich students' understanding of plant morphology and physiology, as well as to promote local biodiversity. The research, with a qualitative-quantitative approach, was conducted with 2nd-year high school students at the Federal Institute of Education, Science, and Technology - IFPI, Uruçuí-PI Campus. The study was structured in three stages: initial diagnosis, didactic sequence (including theoretical class and germination experiment), and learning assessment. The results indicated a significant increase in student participation and performance, reflected in the higher number of correct answers in the second questionnaire, demonstrating the effectiveness of the proposed practical activity. It is concluded that the experimental practice with native seeds not only reinforced theoretical concepts but also encouraged the development of scientific skills such as observation, data recording, and critical analysis