Study of the teaching of Amazonian ecosystems through the methodology of Problem-based learning (PBL)

Carlos Henrique Nascimento, Ires Paula de Andrade Miranda

Abstract


The purpose was to analyze the Problem-based learning (PBL) as a methodological alternative for primary school that favor learning about Amazonian ecosystems. This research is descriptive with a qualitative-quantitative approach. The study was carried out with students from the 9th year of primary school. The teaching methodology based on the PBL was applied in two phases: In the first phase, a test of previous conceptions was carried out in order to know the perception of the students on topics related to some units of landscapes of the Amazonian ecosystems. The second phase consisted of the implementation of the learning methodology in the school environment. Four different phases were established in the application: i) selection of topics; ii) problem formulation; iii) problem solving; iv) synthesis and evaluation. The data collection instruments used were: preconceptions test and skills chart. The results showed that after the application of the ABRP methodology, the cognitive recognition of the Amazonian ecosystems can be perceived in the students, reaching additional goals that the PCN establish.

Keywords


Cognitive skills; Amazonian biodiversity

References


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DOI: http://dx.doi.org/10.5902/2236117032593



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