Aplicação da PBL (aprendizagem baseada em problemas) no ensino de biologia através do cultivo de semente no ensino médio

Abstract

For a long time, the teaching approach in Brazilian schools has been the target of criticism, especially with regard to the teaching of Biology. This criticism focuses on the methodologies used, which are often not very engaging and disconnected from the reality of high school students. Contemporary society demands, on the contrary, that students do not limit themselves to memorizing concepts and formulas, expecting them to be able to argue and to receive comprehensive knowledge capable of fostering the development of critical thinking. Given these reflections, a central question emerges in everyday school life and teaching practice: how to encourage interest in learning and experiencing Botany in high school students so that they become active and central agents in the study of Biology? A promising approach to enrich the teaching-learning process, placing the student as the protagonist and builder of their knowledge, is Problem-Based Learning (PBL). Furthermore, Investigative Teaching, which promotes an in-depth understanding of natural phenomena and their relationship with the world around them, empowers students to apply scientific knowledge and practices to transform and act in society. The combination of the PBL method with Investigative Teaching in Biology, especially through the study of the cultivation of tree seeds intended for the urbanization of streets and squares, around the school unit, can facilitate students' connection with the subject. To support Biology teachers in this process, a Teaching Guide is proposed (What do I do with the seed, ‘Siminino’?) containing experiments to enrich pedagogical practice and encourage innovation. This study adopts a qualitative, exploratory and transversal approach to analyze how interactions between students and innovative methodologies affect learning in Botany and Biology, concluding that techniques such as Problem-Based Learning and Investigative Teaching, combined with specific practices and teaching materials, can improve significantly improve student engagement and understanding. The results achieved in carrying out this study indicated that the students were committed to solving the proposed problems, inclined to help and support each other in the development of activities, interested in building meaningful learning, taking the lead in their learning.