O ensino interdisciplinar de ciências sob uma perspectiva físico-química: sequência didática sobre fisiologia vegetal

Abstract

This paper describes the creation of a Didactic Sequence based on a hypertext as an instrument to teach Plant Physiology contents for a Senior High School group, composed of 29 students in a private school in Bagé. The Rand Spiro Cognitive Theory of Flexibility and Vygotsky's Social Interaction Theory were used as theoretical foundation. Plant physiology is a content that encompasses concepts of biology, chemistry and physics. Thus, it is treated as an interdisciplinary content that covers diverse areas of science. Plant physiology allows us to perceive patterns of similarity and difference between living beings, leading us to a broader understanding of the natural world. Realizing that plants feed themselves, breathe, and excrete in a manner analogous to the human manner means to create a space to perceive them as living beings like us. The research carried out was a pedagogical intervention type, of qualitative and quantitative nature. The learning gain method was used for a quantitative analysis of the data. For this, pre and post-tests were used on the content of plant physiology. As a result, we see learning gains of 34,45%. The educational production resulting from this paper constitutes a support material composed of a hypertext with different media, practical and experimental classes that can be used as support for High School Biology teachers to teach their classes on Plant Physiology.