The University as a complementary space to the Teaching of Botany in High School

Abstract

The teaching of botany is often approached in a way that is decontextualized with the reality of the students, because the classes are excessively theoretical and descriptive, interfering in the process of learning and stimulating them. Thus, it is necessary to use strategies capable of boosting these difficulties related to the teaching of vegetables. Thus, this report aims to describe the experience experienced by undergraduate students in botany teaching, using diversified practices and resources to facilitate the teaching-learning process on the adaptive and morphoanatomical characteristics of plants of different vegetations. A dialogued expository class and a practice were held, in which they took place in sequence in the Laboratory of Structural Botany, located in the Centro Universitário Norte do Espírito Santo, in São Mateus, Espírito Santo. Target audiences were students of the 2ª series of high school. The monitors provided some knowledge about the plant cell; techniques for the use of the optical microscope; usual techniques of plant anatomy, such as cutting planes and assembling temporary slides and morphoanatomical adaptations of plants to the environment. After these explanations, the practical class occurred with plant materials that evidenced these adaptations. Finally, an online game was applied, contributing to the teaching-learning process. From the results obtained, it could be observed that the pedagogical method was effective and that it contributed to the learning about the botanical subjects addressed. Thus, this experience was important in professional training, contributing to the development of autonomy, interaction and skills development of undergraduate students towards high school students.

Keywords: experience report, extension project, laboratory, technological resources, professional training.