Abstract:
In this study, two didactic sequences on Agroecology were elaborated, tested and evaluated in the classroom. Those sequences were based on Design Research approach, and the related lesson plans covered science-based texts, the contextualization of the content with the students’ lives, cooperative and peer learning processes and so on. The classes resulted in positive outcomes related to the design principles regarding student motivation and content learning, especially on processes and agroecological production models. However, even though some students had to conduct research to legitimize their opinions, they remained resistant to changes of understanding, especially in relation to the true contributions of the Green Revolution. This suggests that the design principles used should focus more on the reflection and collective interpretation of data in class.
Keywords:
Design research; High school; Agroecology; Teaching sequence