Tactile models as alternative methodology for botanical teaching
Botany consists of studying plants, and sometimes are necessary equipment such as microscopes and stereo microscopes that are inaccessible for elementary school. The botany stigma is resultant of tradicional methodology and the scenario is even more adverse for students with Special Educational Need...
| Authors: | , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Brasil |
| Institution: | Universidade Estadual Paulista (UNESP) |
| Repository: | Revista Diálogos e Perspectivas em Educação Especial (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.www2.marilia.unesp.br:article/10763 |
| Online Access: | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/10763 |
| Access Level: | Open access |
| Keyword: | Botany teaching Visually impaired Inclusive education Student with Special Educational Needs (SEN) Ensino de botânica. Deficiente visual. Educação inclusiva. Estudante com Necessidades Educacionais Especiais (NEE) |
| Summary: | Botany consists of studying plants, and sometimes are necessary equipment such as microscopes and stereo microscopes that are inaccessible for elementary school. The botany stigma is resultant of tradicional methodology and the scenario is even more adverse for students with Special Educational Needs (SEN), such as the visually impaired. To improve teaching in disciplines such as botany, that has content whit a complex approach, teachers and researchers have joined forces to develop alternative and inclusive methodologies. The present work aimed to evaluate the realization of practical activities such as the elaboration and use of tactile models in the teaching-learning process and as a form of Inclusive Education. The work was developed in a class from the 7th of elementary school in Paulista-PE, in which data collection was done through questionnaires applied before and after the practical activity in addition to sensitivity tests using tactile models. The results obtained revealed that the development and use of didactic models were positive for the teaching of botany and for the students, with or without vision, and expanded their views and concepts about plants and bryophytes. The method of making the models by the themselves allowed the students to develop other skills such as creativity and improve their ability to interact with colleagues and teachers, contributing to their training as educators and citizens. |
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