Percepções e diagnósticos de dificuldades de aprendizagem dos estudantes do 7o ano sobre o conteúdo de morfologia vegetal a partir da sua experimentação e contextualização

Abstract

Traditionally, botany teaching has been viewed by students as uninteresting and difficult in language, based on the memorization of terms and without connection to their daily lives. Thus, this work deals with the importance of experimentation and contextualization in the teaching of botany for elementary education as a facilitating and interesting strategy in the process of teaching and learning the content of Plant Morphology for students. For this, the objective of this research was to investigate the perceptions and learning difficulties of the students of the 7th year of the Centro Educacional Cruzalmense (Cruz das Almas, Bahia) about the content of Plant Morphology. Thus, this study was elaborated from teaching through experimentation and contextualization through a qualitative-quantitative research. Data collection was performed through semi-structured questionnaires and its interpretation occurred through the construction of the database in Microsoft Excel® 2003 software for content analysis. This research showed that although the students showed a certain interest in Botany and understood its importance, many students had difficulties learning the subject. After the experimental and contextualized activities on the subject, the students' perception was improved, that is, a greater interest in the subject, as well as presenting knowledge that they did not previously have. Although the study was conducted with a single class of certain students, it may be recommended that in botany teaching, the use of experimental and contextualized classes with the life of the learner and the use of non-formal spaces leads to greater interest and learning.