Espaços não formais de aprendizagem: guias e roteiros de campo para o ensino de botânica

Abstract

Inquiry-based teaching in non-formal learning environments is characterized as an active methodology, with a pedagogical approach that stimulates critical thinking, curiosity, and the active participation of students in their learning process. In this approach, learning is guided by exploration, discovery, and experimentation, allowing students to take the lead in constructing their knowledge. This study aims to develop, implement, and evaluate a teaching guide with a learning sequence focused on plant diversity. The research was conducted with 28 students from the 3rd year of regular high school at the State School of Elementary and High School Education of Mucurici (EEEFM), located in Espírito Santo, Brazil. The teaching guide was developed based on the principles of inquiry-based learning, with the intention of bringing students closer to the plant diversity present in their own territory. Its organization included six stages: (1) pre test, (2) field class, (3) application of a post-fieldwork guide, (4) preparation of exsiccates, (5) production and presentation of scientific posters, and (6) post-test. Each stage was designed to foster autonomy, observational skills, and scientific thinking. The material included clear instructions for teachers, recording tools for students, and suggestions for practical activities based on the collection and analysis of plant species. The use of the guide during the field class proved to be an effective tool to guide students in observing and recording plant species. The research results showed that the adopted strategy significantly contributed to the development of investigative skills, encouraging students' curiosity and protagonism, in addition to promoting a contextualized and practical understanding of botany content