O TERRÁRIO COMO FERRAMENTA DE ENSINO DO CICLO DA ÁGUA: pesquisa- ação envolvendo estudantes do ensino médio de Barão de Grajaú (MA)

Abstract

This study investigated the effectiveness of using terrariums as a didactic tool for the participatory teaching of the water cycle, aiming to help Biology students better understand the content and become more interested in it. The research was grounded in meaningful learning, inquiry-based teaching, and national curricular guidelines. It is a quantitative-qualitative action research study, based on Marconi and Lakatos, and Thiollent, involving the participation of 43 high school students from the city of Barão de Grajaú–MA. Data were collected through pre- and post-class questionnaires, along with the construction and subsequent observation of the terrariums. Quantitative results showed an improvement in students' performance on the questionnaires. From a qualitative perspective, the practice contributed to a better understanding of the abstract phenomena of the hydrological cycle and also promoted greater autonomy, curiosity, and critical thinking. It was also possible to analyze and identify challenges, as well as the importance of the teacher's role in the research process. It is concluded that the terrarium is an excellent strategy, as it supports the active construction of knowledge, fostering long-lasting and reflective learning, which is essential for scientific literacy and citizenship.