Metodologia
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Abordagem com base em concepções alternativas |
Ben; Elia (1998)BEN A.; ELIA T. Fertilizing students’ interest in plants. BioScience, Cary, v. 48, p. 988, 1998.
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Recursos didáticos |
Clary; Wandersee (2011CLARY, R.; WANDERSEE, J. Our human-plant conection. Science Scope, Arlington, v. 34, p. 32-37, 2011., 2013)CLARY, R.; WANDERSEE, J. Banking on the future: seed bank investigations teach biodiversity and biocomplexity. The Science Teacher, Arlington, v. 80, n. 3, p. 66-71, 2013.; Gimma; Burgess (2014)GIMMA, K. L.; BURGESS, M. B. Establishing a learning landscape to counteract plant blindness. Botany, Ottawa, v. 92, N. 9, p. 658, 2014.; Link-Pérez; Carl (2016)LINK-PÉREZ, M.; CARL, J. R. C. Turning everyday materials into living microscope slides. American Biology Teacher, Oakland, v. 78, n. 4, p. 328-333, 2016. DOI: https://doi.org/10.1525/abt.2016.78.4.328. https://doi.org/10.1525/abt.2016.78.4.32...
; Matos et al. (2015)MATOS, G. M. A.; MAKNAMARA, M.; MATOS, E. C. A.; PRATA, A. P. Recursos didáticos para o ensino de botânica: uma avaliação das produções de estudantes em universidade sergipana. Holos, Natal, RN, v. 5, p. 213-230, 2015. DOI: https://doi.org/10.15628/holos.2015.1724. https://doi.org/10.15628/holos.2015.1724...
; Nascimento et al. (2017)NASCIMENTO, B. M.; DONATO, A. M.; SIQUEIRA, A. E.; BARROSO, C. B.; SOUZA, A. C. T.; LACERDA, S. M.; BORIM, D. C. D. E. Propostas pedagógicas para o ensino de botânica nas aulas de ciências: diminuindo entraves. Revista Electrónica de Enseñanza de las Ciencias, Vigo, v. 16, n. 2, p. 298-315, 2017.; Silva; Feletti; Oliveira (2017)SILVA, A. T.; FELETTI, T. A.; OLIVEIRA, J. Criação de chave interativa: uma alternativa para identificação e ensino de botânica criptogâmica. Revista UniVap, São José dos Campos, v. 22, n. 40, p. 558, 2017. DOI: https://doi.org/10.18066/revistaunivap.v22i40.1185. https://doi.org/10.18066/revistaunivap.v...
; Silva et al. (2011)SILVA, H.; PINHO, R.; LOPES, L.; NOGUEIRA, A. J.A.; SILVEIRA, P. Illustrated plant identification keys: an interactive tool to learn botany. Computers & Education, Kidlington, v. 56, n. 4. p. 969-973, 2011. DOI: https://doi.org/10.1016/j.compedu.2010.11.011. https://doi.org/10.1016/j.compedu.2010.1...
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Uso de tecnologias da informação e comunicação |
Allen (2003)ALLEN, W. Plant blindness. BioScience, Cary, v. 53, n. 10, p. 926, 2003. DOI: https://doi.org/10.1641/0006-3568(2003)053[0926:PB]2.0.CO;2. https://doi.org/10.1641/0006-3568(2003)0...
; Hemingway; Adams; Stuhlsatz (2015)HEMINGWAY, C.; ADAMS, C.; STUHLSATZ, M. Digital collaborative learning: identifying what students value. F1000Research, London, v. 4, p. 1-13, 2015. DOI: https://doi.org/10.12688/f1000research.6223.1. https://doi.org/10.12688/f1000research.6...
; Hershey (2005)HERSHEY, D. Time for a plant clinostat: effects of light and gravity on plants. Science Activities, Philadelphia, v. 42, n. 1, p. 30-35, 2005. DOI: https://doi.org/10.3200/SATS.42.1.30-35. https://doi.org/10.3200/SATS.42.1.30-35...
; March (2012)MARCH, K. A. Backyard botany: using GPS technology in the science classroom. The American Biology Teacher, Oakland, v. 74, n. 3, p. 172-177, 2012. DOI: https://doi.org/10.1525/abt.2012.74.3.8. https://doi.org/10.1525/abt.2012.74.3.8...
; Snyder et al. (2012)SNYDER, L.; CATHEY, S.; QUESENBERRY, K.; IRANI, T.; MCKENNA, J. Evaluation of CROPVIEW as a crop science teaching resource for post-secondary educators. NACTA Journal, Rupert, v. 56, n. 3, p. 64-69, 2012.
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Abordagem interdisciplinar |
Clary; Wandersee (2008)CLARY, R.; WANDERSEE, J. Marquee fossils: using local specimens to integrate geology, biology, and environmental science. The Science Teacher, Arlington, v. 75, n. 1, p. 44-50, 2008.; Çil (2015);ÇIL, E. Integrating botany with chemistry & art to improve elementary school children’s awareness of plants. The American Biology Teacher, Oakland, v. 77, n. 5, p. 348-355, 2015. DOI: https://doi.org/10.1525/abt.2015.77.5.5. https://doi.org/10.1525/abt.2015.77.5.5...
Flannery (2007)FLANNERY, M. C. Daring botany. The American Biology Teacher, Oakland, v. 69, n. 8, p. 488-491, 2007. DOI: https://doi.org/10.2307/4452210. https://doi.org/10.2307/4452210...
; Uchôa et al. (2016)UCHÔA, V. T.; CARVALHO FILHO, R. S. M.; LIMA, A. M. M.; ASSIS, J. B. Utilização de plantas ornamentais como novos indicadores naturais ácido-base no ensino de química. Holos, Natal, RN, v. 32, p. 152-165, 2016.
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Jardinagem e construção de jardim didático |
Cornwall (2009)CORNWALL, S. Book reviews: gardening with children. The American Biology Teacher, Oakland, v. 71, n. 6, p. 375, 2009. DOI: https://doi.org/10.2307/20565335. https://doi.org/10.2307/20565335...
; Oliveira; Albuquerque; Silva (2012)OLIVERA, L. T.; ALBUQUERQUE, I. C. S.; SILVA, N. R. R. Jardim didático como ferramenta educacional para aulas de botânica no IFRN. Holos, Natal, RN, v. 28, p. 242-249, 2012. DOI: https://doi.org/10.15628/holos.2012.539. https://doi.org/10.15628/holos.2012.539...
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Educação ambiental |
Dunkley (2016)DUNKLEY, R. Learning at eco-attractions: exploring the bifurcation of nature and culture through experiential environmental education. Journal of Environmental Education, Philadelphia, v. 47, n. 3, p. 213-221, 2016. DOI: https://doi.org/10.1080/00958964.2016.1164113. https://doi.org/10.1080/00958964.2016.11...
; Gambino; Davis; Rowntree (2009)GAMBINO, A.; DAVIS, J.; ROWNTREE, N. Young children learning for the environment: researching a forest adventure. Australian Journal of Environmental Education, Bellingen, v. 25, p. 83-94, 2009.
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Abordagem com foco no desenvolvimento vegetal |
Digiovanni; Digiovanni; Henley (2010)DIGIOVANNI, N.; DIGIOVANNI, J. P.; HENLEY, C. Adopt-a-bud project: an exercise in observation of a tree bud from Winter until sprout completion. The American Biology Teacher, Oakland, v. 72, n. 6, p. 357-360, 2010. DOI: https://doi.org/10.1525/abt.2010.72.6.8
https://doi.org/10.1525/abt.2010.72.6.8...
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Abordagem a partir de espaços não-formais de ensino, de exploração dos sentidos humanos, de identificação de espécies, de fotografia e herborização |
Faria; Jacobucci; Oliveira (2011)FARIA, R. L.; JACOBUCCI, D. F. C.; OLIVEIRA, R. C. Possibilidades de ensino de botânica em um espaço não formal de educação na percepção de professoras de ciências. Ensaio, Belo Horizonte, v. 13, n. 1, p. 87-103, 2011. DOI: https://doi.org/10.1590/1983-21172013130107. https://doi.org/10.1590/1983-21172013130...
; Palmberg et al. (2015)PALMBERG, I.; BERG, I.; JERONEN, E.; KÄRKKÄINEN P. S.; NORRGÅRD-SILLANPÄÄ, P.; PERSSON, C.; VILKONIS, R.; YLI-PANULA, E. Nordic-baltic student teachers’ identification of and interest in plant and animal species: the importance of species identification and biodiversity for sustainable development. Journal of Science Teacher Education, Abingdon, v. 26, n. 6, p. 549-571, 2015. DOI: https://doi.org/10.1007/s10972-015-9438-z. https://doi.org/10.1007/s10972-015-9438-...
; Pollock et al. (2015)POLLOCK, N. B.; HOWE, N.; IRIZARRY, I.; LORUSSO, N.; KRUGER, A.; HIMMLER, K.; STRUWE, L. Personal BioBlitz: a new way to encourage biodiversity discovery and knowledge in K-99 education and outreach. BioScience, Cary, v. 65, n. 12, p. 1154-1164, 2015. DOI: https://doi.org/10.1093/biosci/biv140. https://doi.org/10.1093/biosci/biv140...
; Rissi; Cavassan (2013)RISSI, M. N.; CAVASSAN, O. Uma proposta de material didático baseado nas espécies de Vochysiaceae existentes em uma trilha no cerrado de Bauru - SP. Biota Neotropical, Campinas, v. 13, n. 1, p. 27-41, 2013. DOI: http://dx.doi.org/10.1590/S1676-06032013000100003. http://dx.doi.org/10.1590/S1676-06032013...
; Wiegand; Kubisch; Heyne (2013)WIEGAND, F.; KUBISCH, A.; HEYNE, T. Out-of-school learning in the botanical garden: guided or self-determined learning at workstations? Studies in Educational Evaluation, Kidlington, v. 39, n. 3, p. 161-168, 2013. DOI: https://doi.org/10.1016/j.stueduc.2013.06.001. https://doi.org/10.1016/j.stueduc.2013.0...
; Wyner (2016)WYNER, Y. Using local street trees to teach the concept of common ancestry. Science Scope, Arlington, v. 39, n. 6, p. 19-26, 2016.
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Abordagem feminista |
Martin (2011)MARTIN, E. L. An ecofeminist approach to teaching botany at the college level. Education, Mobile, v. 132, n. 1, p. 221, 2011.
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Incentivo dado ao estudo das plantas durante a formação inicial de professores |
Levesley; Jopson; Knight (2012)LEVESLEY, A.; JOPSON, J.; KNIGHT, C. The gatsby plant science summer school: inspiring the next generation of plant science researchers (OA). Plant Cell, Rockville , v. 24, n. 4, p. 1306-1315, 2012. DOI: https://doi.org/10.1105/tpc.111.094326. https://doi.org/10.1105/tpc.111.094326...
; Steinberg et al. (2015)STEINBERG, R.; WYNER, Y.; BORMAN, G.; SALAME, I. I. Targeted courses in inquiry science for future elementary school teachers. Journal of College Science Teaching, Arlington, v. 44, n. 6, p. 51-56, 2015.
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Defesa das plantas com relação aos estímulos biológicos |
Nantawanit; Panijpan; Ruenwongsa (2012)NANTAWANIT, N.; PANIJPAN, B.; RUENWONGSA, P. Promoting students’ conceptual understanding of plant defense responses using the fighting plant learning unit. International Journal of Science and Mathematics Education, Dordrecht, v. 10, n. 4, p. 827-864, 2012. DOI: https://doi.org/10.1007/s10763-011-9297-9. https://doi.org/10.1007/s10763-011-9297-...
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Abordagem a partir de plantas úteis |
Pany; Heidinger (2014)PANY, P.; HEIDINGER, C. Uncovering patterns of interest in useful plants: frequency analysis of individual students’ interest types as a tool for planning botany teaching units. Multidisciplinary Journal for Education, Social and Technological Sciences, Valencia, v. 2, n. 1, p. 15-39, 2014. DOI: https://doi.org/10.4995/muse.2015.2309. https://doi.org/10.4995/muse.2015.2309...
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Abordagem a partir de plantas nativas |
Audet (2005)AUDET, R. H. A hitchhiker’s guide to the invasive plant universe. Science Scope, Arlington, p. 42-45, 2005.
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Aulas práticas |
Silva et al. (2015)SILVA, A. P. M.; SILVA, M. F. S.; ROCHA, F. M. R.; ANDRADE, I. M. Aulas práticas como estratégia para o conhecimento em botânica no ensino fundamental. Holos, Natal, RN, ano 31, v. 8, p. 68-79, 2015. DOI: https://doi.org/10.15628/holos.2015.2347. https://doi.org/10.15628/holos.2015.2347...
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Concepção
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Concepções de alunos sobre biodiversidade |
Lindemann-Matthies; Bose (2008)LINDEMANN-MATTHIES, P.; BOSE, E. How many species are there?: public understanding and awareness of biodiversity in Switzerland. Human Ecology, London, v. 36, n. 5, p. 731-742, 2008. DOI: https://doi.org/10.5167/uzh-8490. https://doi.org/10.5167/uzh-8490...
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Concepções de professores sobre biodiversidade |
Dikmenli (2010)DIKMENLI, M. Biology student teachers’ conceptual frameworks regarding biodiversity. Education, Mobile, v. 130, n. 3, p. 479-489, 2010.; Fiebelkorn; Menzel (2013)FIEBELKORN, F.; MENZEL, S. Student teachers’ understanding of the terminology, distribution, and loss of biodiversity: perspectives from a biodiversity hotspot and an industrialized country. Research in Science Education, Dordrecht, v. 43, n. 4, p. 1593-1615, 2013.
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Saberes docentes e o ensino de botânica |
Serrato Rodríguez (2011)SERRATO RODRÍGUEZ, S. D. La botánica en el marco de las ciencias naturales: diversas miradas desde el saber pedagógico. Bio-grafía, Bogota, v. 4, n. 6, p. 36-53, 2011.
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Mudanças culturais e a perda dos saberes botânicos |
Saynes et al. (2013)SAYNES V.; ALFREDO, C.; JAVIER, M.; JORGE A.; CHIANG, F. Cultural change and loss of ethnoecological knowledge among the Isthmus Zapotecs of Mexico. Journal of Ethnobiology and Ethnomedicine, v. 9, p. 40, 2013.
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Sabedoria das plantas no que diz respeito às suas adaptações evolutivas |
Gagliano (2013)GAGLIANO, M. Seeing green: the re-discovery of plants and nature’s wisdom. Societies, Basel, v. 3, n. 1, p. 147-157, 2013. DOI: https://doi.org/10.3390/soc3010147. https://doi.org/10.3390/soc3010147...
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Concepções de botânica de alunos e professores |
Abrie (2015)ABRIE, L. A. Plantkunde-onderrig in Gautengse skole: ’n opwindende uitdaging? / Botany teaching in Gauteng schools: an exciting challenge? Suid Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie / South African Journal of Science and Technologie, Arcadia, v. 34, n. 1, p.1-9, 2015. DOI: https://doi.org/10.4102/satnt.v34i1.1291. https://doi.org/10.4102/satnt.v34i1.1291...
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Concepções alternativas e científicas de alunos sobre árvores |
Thorn et al. (2016)THORN, C. J.; BISSINGER, K.; THORN, S.; BOGNER, F. X. “Trees live on soil and sunshine!”: coexistence of scientific and alternative conception of tree assimilation. PLoS One, San Francisco, v. 11, n. 1, e0147802, 2016.
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Currículo |
Conteúdo botânico no currículo sul africano |
Abrie (2016)ABRIE, L. A. The botanical content in the South African curriculum: a barren desert or a thriving forest? South African Journal of Science, Pretoria, v.112, n. 1/2, p. 1-7, 2016. DOI: https://doi.org/10.17159/sajs.2016/20150127. https://doi.org/10.17159/sajs.2016/20150...
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Integração |
Análise do ensino de botânica no âmbito do professor, do aluno e do conteúdo |
Silva; Cavallet; Alquini (2006)SILVA, L. M.; CAVALLET, V. J.; ALQUINI, Y. O professor, o aluno e o conteúdo no ensino de botânica. Educação (Santa Maria), Santa Maria, RS, v. 31, n. 1, p. 67-80, 2006.
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Colaborações entre cientistas e professores em prol da alfabetização científica |
Lally et al. (2007)LALLY, D.; BROOKS, E.; TAX, F. E.; DOLAN, E. L. Sowing the seeds of dialogue: public engagement through plant science. Plant Cell, Rockville, v. 19, n. 8, p. 2311-2319, 2007. DOI: https://doi.org/10.1105/tpc.107.053587
https://doi.org/10.1105/tpc.107.053587...
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História da botânica, concepções de alunos e professores, e estratégias didáticas |
Salantino; Buckeridge (2016)SALANTINO, A.; BUCKERIDGE, M., Mas de que te serve saber botânica? Estudos Avançados, v. 30, p. 177-196, 2016.
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