Study of the teaching of Amazonian ecosystems through the methodology of Problem-based learning (PBL)
DOI:
https://doi.org/10.5902/2236117032593Keywords:
Cognitive skills, Amazonian biodiversityAbstract
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.Downloads
References
AUBRÉVILLE, A. Essai de classification et de nomenclature des formations forestiè-res africaines avec extension du système propose à toutes les formations du monde tropical. In: CSA SPECIALIST MEETING ON PHYTO-GEOGRAPHY, Yangambi, Congo, 1956.
Réunion de spécialistes du C. S. A. en matière dephytogéographie.
London: Commission for Technical Co-operation in Africa South of the Sahara - CCTA, Scientific Council for Africa South of the Sahara - CSA, 1956. p. 247-288.
AZEVEDO, A. Regiões climato-botânicas do Brasil. Boletim Paulista de Geogra-fia,São Paulo: Associação dos Geógrafos Brasileiros - AGB-SP, v. 6, n. 1, p. 32-43, 1950.
BARROWS, H., & TAMBLYN, R. (1980). Problem-based learning: An approach to medical education. Nova Iorque: Springer.
BEARD, J. S. The classification of tropical american vegetation-types. Ecology, Lon-don: The British Empire Vegetation Committee, 1926. 383 p.
BELT, S. T.; EVANS, E. H; MCREDDY, T.; OVERTON, T.L., & SUMMERFIELD, S. (2002). A problem-based learning approach to analytical and applied chemistry. University Chemistry Education, 6, 65-72.
BOUJAOUDE, S. (1992). The relationship between students' learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching, 29(7), 687–699.
BURTT-DAVY, J. The classification of tropical woody vegetation types. Oxford: Uni-versity of Oxford, Imperial Forestry Institute, 1938. 85 p. (Institute paper, n. 13).
CAMPOS, G. de. Mapa florestal do Brasil. Rio de Janeiro: Ministério da Agricultura, Indústria e Comércio, Typ. do Serviço de Informações, 1926. 147 p.
CHANDRASEGARA, A., TREAGUST, D. & MOCERINO, M. (2008).
An evaluation of Teaching Intervention to Promote Students’ Ability to Use Multiple Levels of Representation when describing and explaining chemical reactions. Research in Science Education, 38, 237-248.
CHANG SW. A review of literature on new pathway medical education. News New Curri CGU 2002;1:32-49.
DANSEREAU, P. Introdução à biogeografia. Revista Brasileira de Geografia, Rio de Janeiro: IBGE, ano 11, n. 1, p. 3-92, jan./mar. 1949. Disponível em: <http://biblioteca.ibge.gov.br/colecao_digital_publicacoes.php>. Acesso em: out. 2012.
DEWEY, J. (1938). Experience and Education. Toronto: Collier-MacMillan Canada Ltd.
DI GREGORIO, A. Land cover classification system (LCCS): classification concepts and user manual. Version 2.Rome: Food and Agriculture Organization of the United Nations - FAO, 2005. 190 p. (Environment and natural resources series, n. 8). Acom-panha 1 CD-ROM.
DODS, R. (1996). A problem-based learning design for teaching biochemistry. Jour-nal of Chemical Education, 73,225-228.
DUCKE, A. A flora do Curicuriari, afluente do rio Negro, observada em viagens com a Comissão Demarcadora das Fronteiras do Setor Oeste. In: REUNIÃO SUL-AMERICANA DE BOTÂNICA, 1., 1938, Rio de Janeiro. Anais. Rio de Janeiro: Jardim Botânico, 1938. v. 3, p. 389-398.
EITEN, G. Classificação da vegetação do Brasil.Brasília, DF: Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq, 1983. 305 p.
ELLENBERG, H.; MUELLER-DOMBOIS, D. A key to raunkiaer plant life-forms with revised subdivisions. Berichte des Geobotanischen Institutes der Eidg. Techn. Ho-chshule Stiftung Rübel, Zurich: ETH, v. 37, p. 56-73, 1967
FERNANDES, A. G. Fitogeografia brasileira. Fortaleza: Multigraf, 1998. 339 p.
GÜRSES, A., ACIKYILDIZ, M., DOAR, Ç. & SÖZBILIR, M. (2007). An investigation of effectiveness of problem-based learning at physical chemistry laboratory. Research in Science and Technological Education, 78, 1126-1130.
HUFFMAN, D., LAWERNZ, F. & MINGER, M. (1997). Within-class analysis of ninth-grade science students’ perceptions of the learning environment. Journal of Research in Science Teaching, 34 (8), 791–804.
HUMBOLDT, A. von. Ansichten der Natur mit wissenschaftlichen Erläuterngen. [Al-emanha]: J. G. Cotta, 1808. 334 p.
INTERNATIONAL classification and mapping of vegetation. Paris: United Nations l’Afrique tropicale. Bulletin de l’Institut d’Études Centraficanes. Nouvelle Série, Brazzavilie [Congo], v. 13/14, p. 55-93, 1957.
KUHLMANN, E. Vegetação. In: GEOGRAFIA do Brasil. Rio de Janeiro: IBGE, 1977. v. 1: Região Norte, p. 59-94.
LANKSHEAR, Colin; KNOBEL, Michele. Pesquisa pedagógica: do projeto a implementação. Porto Alegre: Artmed, 2008.
MARTIUS, C. F. P. von. Tabula geographica brasilie et terrarium adjacentium (tabula geographica quinque províncias florae brasiliensis illustrans). In: MARTIUS, C. F. P. von; EICHLER, A. W.; URBAN, I. (Ed.). Flora brasiliensis. Monacchi et Lipsiae [Ale-manha]: R. Oldenbourg, 1840-1906. fasc. 21, v. 1, part. 1. Disponível em: <http://biodiversitylibrary.org/page/309607>. Acesso em: out. 2012.
MORRONE, J. J. Biogeografía de América Latina y el Caribe.Zaragoza [Espanha]: So-ciedad Entomológica Aragonesa - SEA, 2001. 148 p. (M&T: manuales y tesis SEA, v. 3). Organization for Education, Science and Culture - Unesco, 1973. 93 p. (Ecology and conservation, 6). Disponível em: <http://unesdoc.unesco.org/images/0000/000050/ 005032MB.pdf>. Acesso em: out. 2012.
RAWITSCHER, F. et al. Algumas observações sobre a ecologia da vegetação das caa-tingas. Anais da Academia Brasileira de Ciências, Rio de Janeiro, v. 24, n. 3, p. 287-301, 1952.
RIZZINI, C. T. Árvores e madeiras úteis do Brasil: manual de dendrologia brasileira. São Paulo: E. Blücher, 1979. 294 p.
SAMPAIO, A. J. Fitogeografia. Revista Brasileira de Geografia, Rio de Janeiro: IBGE, ano 2, n. 1, p. 59-78, jan. 1943. Disponível em: <http://biblioteca.ibge.gov.br/colecao_digital_publicacoes.php>. Acesso em: out. 2012.
SCHIMPER. Plant-geography upon a physiological basis. Oxford: Clarendon Press, 1903. 839 p.
TANSLEY, A. G.; CHIPP, T. F. (Ed.). Aims and methods in the study of vegettion. Washington, DC: Ecological Society of America - ESA, v. 36, n. 1, p. 89-100, Jan. 1955.
TARHAN, L., AYAR-KAYALI, H., UREK, R. O. & AZAR, B. (2008). Problem-based Learning in 9th Grade Chemistry Class: Intermolecular Forces. Research in Science Education, 38, 285-300.
TAYLOR, J. A. & MCDONALD, C. (2007). Writing in groups as a tool for non-routine problem solving in first year university mathematics. International Journal of Mathematics Education in Science, 38 (5), 639-655.
TROCHAIN, J.-L. Accord interafricain sur la définition des types de végétation de
Tübingen [Alemanha]: J. G. Cotta, 1806. 334 p.
VASCONCELOS, C. (2008). Aprendizagem Baseada na Resolução de Problemas: Um estudo no âmbito da Educação Ambiental. Relatório de Pós-Doutoramento. Braga: Instituto de Educação e Psicologia da Universidade do Minho.
VASCONCELOS, C. (2012). Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention. Program. Research in Science Education. 42, 2, 219–232
WHITE, H. B. (2001). A PBL course that uses research articles as problems. In B. J. Duch, S. E. Groh, & D. E. Allen (Eds.), A practical “how to”for teaching undergraduate courses in any discipline: The power of problem-based learning (pp. 131–141). Sterling, VA: Stylus Publishing.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Electronic Journal of Management, Education and Environmental Technology (REGET)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
DECLARATION
