Academic literature on the topic 'Teaching of Botany'
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Journal articles on the topic "Teaching of Botany"
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Zhang, Xiaorong. "Teaching Botany Using Bioinformatics Tools." Creative Education 10, no. 10 (2019): 2137–46. http://dx.doi.org/10.4236/ce.2019.1010155.
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Copetti, Camila, and Thaís Scotti Do Canto-Dorow. "Botany Teaching: An Overview of Academic Research in Brazil from 2002 to 2017." Acta Scientiae 21, no. 3 (2019): 155–69. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id4679.
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The enchantment by Botany teaching represents not an ordinary feeling among students, and even Biology teachers, at every educational level. Researches throughout the Botany teaching area point to a fragmented, decontextualized, quite theoretical and unattractive process. Therefore, in recent years, Botany has changed from a beloved science into a neglected science because of the botanical blindness that has been established in the general population. Thus, the present work aims to present a panorama of the academic researches about Botany teaching in Brazil. It was carried out of theses, dissertations, and articles published from 2002 to 2017. This period was intentionally selected as it fits the establishment of the Guidelines Curriculum for Biological Sciences courses. In parallel, the pursuit of researches on Botany teaching in other countries was also carried out, to verify the international scenario. The investigations were developed in CAPES, IBICT, and SCIELO portals, based on previously defined descriptors. The results, published in Brazil and in other countries, point out the lack of information and a valorization crisis of the scientific knowledge in the process of Botany teaching, both in basic and higher education. This finding gains strength especially when we check the publications of the Biological Sciences - Licentiate courses. These should present deep concerns with the process of teaching to teach, as the teaching roots are similar to the way we receive and comprehend it, which seems the reason Botany teaching ends up being relegated when compared to other areas of knowledge.
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Li, Yanjiao, Zhilu Zhang, Guang Qi, and Huashan Gao. "Probe into the Application of PBL Teaching Method and Practice Reform in the Teaching of Medicinal Botany." Lifelong Education 9, no. 7 (2020): 160. http://dx.doi.org/10.18282/le.v9i7.1501.
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Medicinal botany is a discipline that studies traditional or folk knowledge about the use of plants to prevent and treat diseases, and it is an important part of Chinese medicine learning. Traditional teaching methods do not perform well in the teaching of medicinal plants. Therefore, in order to improve the teaching effect of medicinal botany, teachers need to continuously research and innovate teaching methods to improve the quality of teaching. This article is guided by the PBL teaching method, and studies the application of the PBL teaching method in the teaching of medicinal plants in detail, hoping to improve the learning effect of students and improve the teaching quality of medicinal botany.
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McMahan, Linda. "Innovative Teaching of Botany to Master Gardener Trainees." HortScience 41, no. 4 (2006): 968C—968. http://dx.doi.org/10.21273/hortsci.41.4.968c.
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The science of botany is often daunting to people who are training to become Master Gardener volunteers. However, the range of natural diversity of plants as well as practical information about plant anatomy are essential foundations for other parts of Master Gardener training. I will present a botany module that I have developed over the past 5 years. The module focuses on relevance to the trainee and builds on basic information to examine more complex aspects of botany, all in the space of the 3–6 hours often allotted for basic botany training. It begins with a “tour” of the plant kingdom and plant relatives like algae and fungi, mosses, liverworts, and ferns. I follow this with basic morphology of stems, roots, and leaves; this basic morphology is used to answer the question of how water and minerals move from the soil into and throughout plants, even reaching the height of the tallest tree. A short segment on mycorhizzae reinforces water and mineral transport, while providing a link to the plant kingdom tour. The mycorhizzal section also reinforces or complements training on soils, which is often presented in another portion of the training schedule. Finally, a segment on flowers introduces basic terminology and winds up a discussion of how to recognize monocotyledons and dicotyledons. Several optional hands-on activities help active learners assimilate the information and provide needed reflective time for more traditional learners. The module has been adopted as the official OSU Extension Master Gardener™ Program botany module in Oregon.
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HICKMAN, CLARE. "‘The want of a proper Gardiner’: late Georgian Scottish botanic gardeners as intermediaries of medical and scientific knowledge." British Journal for the History of Science 52, no. 4 (2019): 543–67. http://dx.doi.org/10.1017/s0007087419000451.
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AbstractOften overlooked by historians, specialist gardeners with an expert understanding of both native and exotic plant material were central to the teaching and research activities of university botanic gardens. In this article various interrelationships in the late Georgian period will be examined: between the gardener, the garden, the botanic collection, the medical school and ways of knowing. Foregrounding gardeners’ narratives will shed light on the ways in which botanic material was gathered and utilized for teaching and research purposes, particularly for medical students, as well as highlighting the importance of the garden as a repository of botanic material for the classroom. In this way, the blurred lines between art and science, skill and scholarly activity, and shared pedagogic practices between botany and anatomy will be revealed.
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Harper, John D. I., Geoffrey E. Burrows, J. Sergio Moroni, and Rosanne Quinnell. "Mobile Botany." American Biology Teacher 77, no. 9 (2015): 699–702. http://dx.doi.org/10.1525/abt.2015.77.9.9.
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In our first-year university botany classes at Charles Sturt University, we noticed that in laboratory class, students were taking photographs of their specimens with the dissecting and compound microscopes using their mobile phones. Student-generated images as “learning objects” were used to enhance the engagement of all students, including Distance Education students who used images provided by the on-campus students. The Distance Education students did all the laboratory work at an intensive residential school, and they were encouraged to take images; these were shared with on-campus students, making them aware of the laboratory practical work they were yet to do. In other cases, images from students were incorporated into lectures and tutorials, preparing students for the lab exam. Botany students have shared their photomicrographs with their friends and family via social media. We saw interesting examples of students excitedly describing their images to non-science friends, teaching them what they were learning! In the second year, students were also encouraged to use their phones to capture their own images of plant specimens to help them master plant identification. Although we do not have any quantitative evidence of these activities enhancing student learning, it was evident that those students who took and shared their own images were more engaged in the learning process.
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Hershey, David R. "A Historical Perspective on Problems in Botany Teaching." American Biology Teacher 58, no. 6 (1996): 340–47. http://dx.doi.org/10.2307/4450174.
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Barna, M. M., та L. S. Barna. "НАУКОВІ ЧИТАННЯ, ПРИСВЯЧЕНІ 120–РІЧЧЮ ВІДКРИТТЯ ПОДВІЙНОГО ЗАПЛІДНЕННЯ У ПОКРИТОНАСІННИХ РОСЛИН ПРОФЕСОРОМ УНІВЕРСИТЕТУ СВЯТОГО ВОЛОДИМИРА С. Г. НАВАШИНИМ". Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 75, № 1 (2019): 155–64. http://dx.doi.org/10.25128/2078-2357.19.1.20.
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On February 6-7, 2019, the Department of Botany and Zoology of the Faculty of Chemistry and Biology of Ternopil Volodymyr Hnatiuk National Pedagogical University hosted “Scientific readings” dedicated to the 120th anniversary of the discovery of double fertilization in angiosperms made by S. Navashyn, the professor of Saint Volodymyr University.The conference was attended by 7 doctors of sciences, professors, 12 candidates of sciences, associate professors, teaching staff and assistants of the Department of Botany and Zoology, Department of General Biology and Methods of teaching of sciences of TNPU, research fellows of the Ternopil branch of the “Institute of Soil Protection of Ukraine”, undergraduate and postgraduate students of the chemical and biological faculty.The conference program included both plenary and section meetings, discussions. Questions highlighted covered such key areas:Actual problems of embryology, cytomebrology and reproductive biology of flowering plants (Magnoliophyta).Current trends in development of modern biology, ecology and pedagogy of higher education.At the plenary meeting (chairman S.V. Pyda, doctor of agricultural sciences, professor, head of the Department of Botany and Zoology), the reports were delivered by M. M. Barna, doctor of biology, professor of the Department of Botany and Zoology, L.S. Barna, candidate of Pedagogy, Associate Professor of the Department of General Biology and Methods of Teaching Sciences, N.V. Herts and O.B. Matsiuk, Associate Professors of the Department of Botany and Zoology (N.V. Hertz presented a speech entitled “Serhii Navashyn, the professor of Saint Volodymyr University, 1857-1930, dedicated to the 120th anniversary of the discovery of double fertilization in angiosperms”); M. M. Barna, doctor of biology, professor of the Department of Botany and Zoology, and L.S. Barna, Associate Professor of the Department of General Biology and Methods of Teaching Sciences made a keynote statement under the title ‘“Historical Account and Controversial Nature of Discovery of Double Fertilization in Angiosperms by by S. Navashyn”; H.Ya. Zhyrska, Associate Professor of the Department of General Biology and Methods of Teaching Sciences, and Professor A.V. Stepaniuk made a report on the “Consistency crucial to the mental representation of “double fertilization” in the minds of high school students; V.V Hrubinko, Doctor of Biology, Professor, Head of the Department of General Biology and Methods of Teaching Sciences made a report on “Adaptation Strategies of Waterside Plants to Pollution of Hydroecosystem with Hard Metals”.All the reports were assisted with multimedia devices.The closing meeting chaired by S.V Pyda, Doctor of Agriculture, Professor, Head of the Department of Botany and Zoology of TNPU summed up the presentations and passed the resolution of “Science Readings”.
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Creagh, Mario, and Felicia Martínez. "The Teaching of the Botany As a Way for the Sustainability of the Environment." Contemporary problems of social work 4, no. 2 (2018): 148–52. http://dx.doi.org/10.17922/2412-5466-2018-4-2-148-152.
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Sass-Gyarmati, Andrea, and Jana Táborská. "Plant collections: Possibilities of using herbaria, digital herbaria and plant databases in botany teaching at Eszterházy Károly University." Acta Universitatis de Carolo Eszterházy Nominatae. Sectio Biologiae 45 (2020): 83–91. http://dx.doi.org/10.33041/actauniveszterhazybiol.2020.45.83.
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Herbaria have been always used mostly by researchers dealing with systematic botany, taxonomy or flora of a certain area, providing insight into the variety of plant taxa and their distribution. Preserved specimens can also be used for molecular and phylogenetic research. In addition to their scientific mission, herbaria play an important role in botanical education. Besides traditional utilization of herbaria, there are a huge possibilities using virtual plant collections as well. The main target of this article is to highlight more important hungarian and worldwide-used plant online resources suitable for botany teaching to the students as well as wide public at Herbarium of Eszterházy Károly University, Eger (EGR).
Dissertations / Theses on the topic "Teaching of Botany"
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Lombaard, Deidré. "Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45870.
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This South African study investigated a sample of Grade 4 to 7 Natural Sciences teachers’ attitudes towards botany and botany teaching and these teachers’ botany Pedagogical Content Knowledge (PCK). It explored whether a relationship exists between teachers’ attitudes towards botany teaching and their PCK. The study provides an overview of international and South African literature and research on the underrepresentation of botany and the teaching of botany in Natural Sciences classes. Throughout the study insight is provided on the universal problems of plant blindness and negative attitudes towards botany and botany teaching in the Natural Sciences classroom.
Data were collected during teachers’ interviews, class observations and analyses of lesson plan documents. The results indicated that most teachers harbour negative attitudes towards botany and botany teaching. There are various reasons for this negativity such as past experiences in botany training, zoochauvinism and plant blindness. The Pedagogical Content Knowledge of teachers in this study was insufficient. It was found that teachers’ attitudes towards botany teaching influence their PCK and teachers’ PCK can, in turn, influence teacher attitudes towards botany, which can affect the teachers’ ways of teaching.
This study confirms that problems of plant blindness, zoochauvinism and negativity towards botany and botany teaching that occur elsewhere in the world are also prevalent among South African teachers. This confirmation casts doubts on Natural Sciences teachers’ botany PCK. This study adds to the literature on botany teaching and PCK in the South African context<br>Dissertation (MEd)--University of Pretoria, 2014.<br>tm2015<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Goodwin, Dianne Edith. "An exploration of factors facilitating and hindering change in the teaching of botany in primary schools." Thesis, Electronic thesis, 2008. http://upetd.up.ac.za/thesis/available/etd-01152009-134047/.
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Olszewski, Margaret. "Designer nature : the papier-mâché botanical teaching models of Dr Auzoux in nineteenth-century France, Great Britain and America." Thesis, University of Cambridge, 2010. https://www.repository.cam.ac.uk/handle/1810/252215.
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Silva, Patrícia Gomes Pinheiro da [UNESP]. "O ensino da botânica no nível fundamental: um enfoque nos procedimentos metodológicos." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/102000.
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silva_pgp_dr_bauru.pdf: 1443273 bytes, checksum: e9c4606959d320c45930b364c5b1c3ad (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>São freqüentes os textos que consideram que a botãnica apresenta grande dificuldade no seu processo de ensino e aprendizagem, gerando pouco interesse e baixo rendimento. Mas, por quê? Quais situações contribuem para reforçar esta afirmação? A partir de uma revisão teórica e histórica sobre o desenvolvimento do estudo dos vegetais, é possível dizer que uma delas seria a falta de atualização do professor em relação ao conhecimento botânico, cada vez mais específico. Outra situação, conseqüentemente, seria a forma como a botânica vem sendo ensinada: muito teórica, desestimulante, fundamentada na reprodução, repetição e fragmentação e distante da realidade dos alunos e dos problemas ambientais atuais. Percebe-se, enfim, a questão metodológica como central no processo de ensino e aprendizagem de botânica, dificultando, o entendimento e criando aversões quando não adequada. Segundo estudos recentes, é importante que os alunos tenham contato com os vegetais na natureza, aproximando-se do ambiente natural.<br>Many papers hold the view that botany poses great challenge in its teaching and learning process, arising little interest and resulting in poor productivity. What factors account for this? Based on a historical and theoretical review on the development of the study of plants, it is possible to say that one of these factors is the lack of teachers with an updated Knowledge in this increasingly specific field. Another factor is the method applied in the teaching/learning process: too theoretical, unexciting, based on reproduction, repetition and fragmentation, distant from tody's reality and environmental problems. This inadequate method makes difficult for students to understand Botany, in some cases leading to aversion. Therefore, the methodological matter becomes the center of debate concerning the theaching/learning process of the study of plants. According to recent research, it is essential that students come into contact with plants within their natural environment.
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Elliott, Shannon Snyder. "The GIST model for selection and modification of scientific research for the college teaching laboratory based on root competition investigations." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000087.
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Silva, Patrícia Gomes Pinheiro da. "O ensino da botânica no nível fundamental : um enfoque nos procedimentos metodológicos /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/102000.
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Orientador: Osmar Cavassan<br>Banca: Elenice Moura Varanda<br>Banca: Jandira Liria Biscalquini Talamoni<br>Banca: Renata Carmo de Oliveira<br>Banca: Fernando Bastos<br>Resumo: São freqüentes os textos que consideram que a botãnica apresenta grande dificuldade no seu processo de ensino e aprendizagem, gerando pouco interesse e baixo rendimento. Mas, por quê? Quais situações contribuem para reforçar esta afirmação? A partir de uma revisão teórica e histórica sobre o desenvolvimento do estudo dos vegetais, é possível dizer que uma delas seria a falta de atualização do professor em relação ao conhecimento botânico, cada vez mais específico. Outra situação, conseqüentemente, seria a forma como a botânica vem sendo ensinada: muito teórica, desestimulante, fundamentada na reprodução, repetição e fragmentação e distante da realidade dos alunos e dos problemas ambientais atuais. Percebe-se, enfim, a questão metodológica como central no processo de ensino e aprendizagem de botânica, dificultando, o entendimento e criando aversões quando não adequada. Segundo estudos recentes, é importante que os alunos tenham contato com os vegetais na natureza, aproximando-se do ambiente natural.<br>Abstract: Many papers hold the view that botany poses great challenge in its teaching and learning process, arising little interest and resulting in poor productivity. What factors account for this? Based on a historical and theoretical review on the development of the study of plants, it is possible to say that one of these factors is the lack of teachers with an updated Knowledge in this increasingly specific field. Another factor is the method applied in the teaching/learning process: too theoretical, unexciting, based on reproduction, repetition and fragmentation, distant from tody's reality and environmental problems. This inadequate method makes difficult for students to understand Botany, in some cases leading to aversion. Therefore, the methodological matter becomes the center of debate concerning the theaching/learning process of the study of plants. According to recent research, it is essential that students come into contact with plants within their natural environment.<br>Doutor
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Macedo, Danilo Fogaça de. "O uso da simulação baseada em hipervídeo como recurso de ensino e aprendizagem de botânica." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-23112018-141526/.
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O estudo do reino vegetal, apesar de sua importância, pode ser bastante desafiador, não apenas devido à dificuldade de aproximá-lo do cotidiano dos alunos, mas também em decorrência da grande extensão curricular prevista para o ensino médio. Logo, pode ser difícil para o professor propiciar situações de aprendizagem que privilegiem a construção do conhecimento pela experimentação. É importante, pois, que haja o desenvolvimento de ferramentas que visem ampliar as possibilidades de ensino e aprendizagem em ciências, e que assim possam fornecer condições para que professores consigam abordar o currículo em contextos investigativos e dinâmicos. Ademais, no caso da botânica, muitas vezes há dificuldade em observar certos fenômenos relacionados às plantas em sala de aula, como é o caso do fototropismo. Para tanto, o desenvolvimento de recursos educacionais, como simuladores, pode ser uma alternativa para o encaminhamento de conteúdos considerados difíceis de serem ensinados e aprendidos pelos meios tradicionais. Este trabalho teve como objetivo o desenvolvimento de um simulador baseado em hipervídeo capaz de atuar como ferramenta no ensino e aprendizagem de conceitos de botânica. Propõe-se que a simulação seja uma ferramenta adequada para a análise do comportamento fototrópico, uma vez que este fenômeno se torna facilmente observável pela simulação do tempo, favorecendo a adoção de metodologias capazes de confrontar os alunos com as suas concepções alternativas do fenômeno sem que sejam priorizadas a memorização e a transmissão de conteúdos. Dessa maneira, a simulação fornece condições aos aprendizes de aplicar o conceito de fototropismo em diversos contextos diferentes, extrapolando a compreensão deste conteúdo para além das suas concepções prévias. A elaboração do simulador foi feita com auxílio da plataforma tecnológica do portal LABIQ (Laboratório Integrado de Química e Bioquímica), instrumento que permite que professores e alunos produzam seus próprios objetos de aprendizagem. O simulador foi utilizado em situações de ensino com alunos da 2ª série do ensino médio de uma escola particular da cidade de São Paulo. As concepções dos alunos acerca do fototropismo foram identificadas de quatro maneiras: i - pela aplicação de pré-testes e pós-testes, ii - pela gravação das interações aluno-simulador utilizando um software de captura de tela, iii - pela análise das hipóteses construídas pelos alunos sobre o comportamento das plantas e iv - pelas representações visuais elaboradas pelos alunos sobre o fototropismo. Os resultados apontam para o entendimento de que a aprendizagem pode ser privilegiada em situações de ensino nas quais os estudantes têm a oportunidade de experimentar suas próprias hipóteses, confrontando suas concepções prévias com o registro do fenômeno estudado.<br>The study of the plant kingdom, despite its importance, can be quite challenging, not only due to the difficulty of bringing it closer to students\' daily lives, but also due to the great extension of the curriculum planned for high school. Therefore, it may be difficult for the teacher to provide learning situations that privilege the construction of knowledge through experimentation. It is therefore important to develop tools to expand the possibilities of teaching and learning in science and thus provide the conditions for teachers to be able to approach the curriculum in research and dynamic contexts. In addition, concerning botany, it is often difficult to observe certain phenomena related to plants in the classroom, as it is the case of phototropism. Therefore, the development of educational resources, such as simulators, can be an alternative for the referral of content considered difficult to be taught and learned by traditional means. This work aimed to develop a simulator based on hypervideo, capable of acting as a tool in teaching and learning botany concepts. It is proposed that simulation is an adequate tool for the analysis of phototrophic behavior, since this phenomenon is easily observable by time simulation, favoring the adoption of methodologies able to confront students with their alternative conceptions of the phenomenon without priority being given to the storage and transmission of content. In this way, the simulation provides conditions for the apprentices to apply the concept of phototropism in several different contexts, extrapolating the comprehension of this content beyond their previous conceptions. The elaboration of the simulator was done using the technological platform of the LABIQ (Integrated Chemistry and Biochemistry Laboratory) portal, an instrument that allows teachers and students to produce their own learning objects. The simulator was used in teaching situations with high school students of a private school in the city of São Paulo. Students\' conceptions of phototropism were identified in four ways: i - by applying pre-tests and post-tests, ii - by recording student-simulator interactions using screen capture software, iii - by analyzing constructed hypotheses by students about the behavior of plants and iv - by visual representations made by students about phototropism. The results point to the understanding that learning can be privileged in teaching situations in which students can experience their own hypotheses, confronting their previous conceptions with the record of the phenomenon studied.
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Silva, Rená Manoel de Souza e. "O \"reino das plantas\" nos livros didáticos de ciências: análise das imagens." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-11042017-113338/.
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As imagens sempre desempenharam papel fundamental na compreensão do conhecimento científico e, portanto, também nos livros didáticos de ciências. Porém, pesquisas têm mostrado que as imagens não são transparentes; por isso, defendemos a fundamental compreensão dos professores em relação ao uso das imagens no processo de ensino-aprendizagem, e na orientação da leitura e no uso desse recurso como suporte das atividades pedagógicas. Esta pesquisa analisou as imagens presentes nos livros didáticos de ciências recomendados pelo Programa Nacional do Livro Didático (PNLD 2014). Foram analisadas 189 imagens presentes nas três coleções selecionadas com base no ensino de botânica, especificamente \"O Reino das Plantas\". Consideramos o conhecimento da linguagem visual como uma fonte de informação indispensável aos educandos, pois os livros didáticos são ferramentas muito utilizadas como recurso didático nas escolas. Várias pesquisas abordam a relevância dos estudos sobre imagens, explorando, sobretudo sua leitura e interpretação. A pesquisa pretende contribuir para ampliação do conhecimento sobre as imagens encontradas nos livros didáticos de ciências, com intuito de realizar uma análise funcional com base nas classificações de DUCHASTEL e WALLER (1979); e KRESS e VAN LEEUWEN (2006). Constatamos que cerca de 75% das imagens analisadas nas três coleções apresentam caráter ilustrativo, sem um detalhamento de informações necessárias para a compreensão do conteúdo. Esse alto índice de imagens ilustrativas pode ser favorável como recurso pedagógico facilitador para o ensino de botânica, pois quantidade de estruturas e conceitos relativos ao tema são tantos, que os livros didáticos exploram estes recursos como forma de auxiliar a visualização dessas estruturas. Porém, para que esta visualização seja eficiente, são necessários critérios que direcionem a leitura e forneçam subsídios para compreensão e retenção de informações presentes nas imagens. Dessa forma, com base em um estudo mais exploratório do que apenas comparativo de como as imagens estão apresentadas, esperamos que a pesquisa oriente professores, alunos e editoras para o estabelecimento de estratégias de leitura e produção do livro didático, diferenciando aspectos ilustrativos de informações importantes presentes nessas imagens.<br>The images always play a key role in the understanding of scientific knowledge and, therefore, in textbooks of science. Researches have shown that the images are not transparent, so we defend the fundamental understanding of teachers regarding the use of images in the teaching-learning process and the orientation of the reading and use of this resource in support of educational activities. This research analyzes the images present in the textbooks recommended by the National Science Textbook Program (PNLD 2014). We analyzed 189 images present in three collections selected based on the teaching of botany, specifically \"The Plant Kingdom\". We consider knowledge of visual language as a indispensable source of information to students because textbooks are widely used tools as a teaching resource in schools. Several studies address the relevance of studies of images, exploring, especially reading and interpretation. The research aims to contribute to improving knowledge about the images found in textbooks of science, in order to conduct a functional analysis based on ratings of DUCHASTEL and WALLER (1979); and KRESS and VAN LEEUWEN (2006). About 75% of the images analyzed in three collections present illustrative purposes, without detailing the necessary information for understanding the content. This high rate of illustrative images can be favorable as an educational resource facilitator for teaching botany, because amount of structures and concepts related to the subject are so many, that textbooks exploit these resources as a way to aid visualization of these structures. However,in order that such view be efficient, some efficient criteria are needed for addressing the reading and providing subsidies for understanding and retention of information in the images. Thus, based on a more exploratory study than just comparison on how images are presented, we expect that our results research orient teachers, students and publishers to establish reading strategies and production of textbooks, differentiating illustrative aspects of important information present the images.
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Duarte, Leodenil Alves. "“Vivenciando etapas do método científico por meio do ensino da botânica em ciências naturais, construção possível em uma escola municipal de Cuiabá MT”." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/268.
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Previous issue date: 2015-08-13<br>O presente estudo teve como propósito analisar a atuação e participação dos estudantes, de uma turma de 7º ano do ensino fundamental, numa escola municipal em Cuiabá/MT, na construção do conhecimento científico e sua interação com as metodologias aplicadas no ensino da botânica em Ciências Naturais, propondo um roteiro para a elaboração de uma aula significativa, utilizando ferramenta pedagógica. As duas técnicas sugeridas: do decalque e a impressão de folhas, vista ao microscópio, configuram um forte instrumento didático para o ensino da botânica no ensino fundamental, pois auxilia no reconhecimento da riqueza da flora de um determinado local ou região, caracterizando-se como uma valiosa estratégia no desenvolvimento de conceitos da botânica a partir da manipulação de plantas e de suas estruturas, de forma a tornar o aprendizado mais envolvente e instigante e ainda constrói junto aos estudantes etapas do método científico. O produto educacional "no mundo das folhas" trouxe em seu roteiro os objetivos, os conteúdos abordados, os materiais necessários e a estrutura da aula dividida em 05 passos, que vão desde a coleta de material botânico a experimentação. Como estratégia metodológica aborda-se a morfologia e a anatomia vegetal. Outros conteúdos que são inerentes às técnicas utilizadas são a ecologia, a fisiologia e a citologia vegetal. Este produto pode ser realizado em laboratório ou em outro espaço do ambiente escolar tornando uma alternativa dinâmica e surpreendente que proporciona uma maior interação entre estudantes e professores, despertando o interesse através da relação da riqueza biológica, vivenciada no cotidiano, com o conhecimento científico.<br>This study aimed to analyze the autonomous performance and participation of the students in a class of 7th grade elementary school in a municipal school of Cuiabá-MT into their construction of scientific knowledge and their interaction with the methodologies applied to teaching of Botany in Natural Sciences, proposing a way for a elaboration of a significant lesson, using a pedagogical teaching tool. The two suggested techniques: decal and leaf epidermal print, both seen into the microscope, indicates a stronger educational tool for teaching botany in elementary school, because it can help to recognize the flora biodiversity of a specific place or region, characterized as a valuable strategy in botany concepts, besides plant manipulations and their structures, engaging and exciting the learning and building the students to the scientific method. The educational product called "world of leaves" brought objectives, the contents, the materials and the structure of the class divided into 5 steps, ranging from botanical collection to the experimentation. As methodological strategy it was possible to work plant morphology and anatomy. Other contents that are inherent to those techniques used are ecology and plant physiology and cytology. This product can be performed in the laboratory or in another area of the school ambience, becoming a dynamic and surprising alternative that provides greater interaction between students and teachers, arousing interest to the relation of biological diversity, experienced day by day, along with the scientific knowledge.
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Casasco, Emile Ferreira da Cunha. "Formação de professores e o ensino de botânica : memórias, concepções e práticas." reponame:Repositório Institucional da UFABC, 2017.
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Orientador: Prof. Dr. João Rodrigo Santos da Silva<br>Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2017.<br>A formação docente é um momento estratégico de construção de saberes e de
trocas de conhecimento, possuindo potencial para viabilizar mudanças na educação
escolar. Trabalhá-la é também atuar na concepção de uma identidade profissional,
na qual existe a construção de saberes e de atitudes referentes a atuação do
professor. É na história da profissão que memórias são importantes na reavaliação
de processos de construção das subjetividades, de conhecimentos partilhados e das
instituições escolares que estes profissionais estão envolvidos. Considerando que a
formação docente é um processo ocorrido em condições históricas determinadas
nas quais vive o professor, precisamos levar em conta tais condições. Dessa
maneira, se pretendemos falar sobre a formação docente no que diz respeito ao
Ensino de Botânica, não se pode ignorar que tal ensino é caracterizado por ser
teórico e desvinculado curricularmente de outras subáreas da Biologia, acarretando
no desinteresse pela área. Assim, este trabalho buscou analisar a formação e a
prática de três professores dos Ensinos Fundamental e Médio no que diz respeito à
Botânica. Para isso, demos voz aos nossos sujeitos de pesquisa, realizando
entrevistas semiestruturadas e analisando e interpretando seus discursos por meio
da análise textual discursiva. A análise mostra que os docentes não enxergam o
Ensino de Botânica no Ensino Básico de maneira satisfatória, considerando-o ruim
e/ou desvalorizado. Estes professores valorizam a busca por um ensino prático; a
necessidade de mais recursos na escola; a preocupação com a contextualização e
até mesmo a questão da estrutura escolar foi levantada. Quanto às memórias,
apenas um dos docentes se recorda de ter aprendido algo a respeito de Botânica
durante o Ensino Fundamental; já no Ensino Médio todos tiveram conteúdos de
Botânica, mas um deles afirma que a temática foi pouco trabalhada, sendo um
apêndice de outras áreas da Biologia. Os professores afirmam ainda que não
tiveram momentos voltados especificamente para o Ensino de Botânica em sua
formação inicial. Quanto à sua prática, tanto aulas teórico-práticas quanto interativas
foram citadas, mas aulas expositivas parecem predominantes. Por fim, os discursos
dos professores não só evidenciaram o uso de múltiplos saberes como também as
influências por eles exercidas na prática docente de nossos sujeitos de pesquisa.<br>Teacher training is a strategic moment to build and exchange knowledge, with
potential to make changes on school education process. Working on this subject is
also acting on the conception of a professional identity, which involves a knowledge
and attitude development regarding the teacher performance. The professional
history itself corroborates the importance of memories in the reevaluation process,
building subjective processes of shared knowledge and school institutions where
these professionals are involved. Since teacher training is a process directly
correlated with the historical conditions lived by the teacher, it¿s important to consider
them. Therefore, if we intend to talk about the professional formation on Botanical
teaching, we can¿t overlook the fact that it¿s theoretical and totally unlinked from
another biological subareas, leading to disinterest in area. Thus, this research aims
to analyze the formation and the practice of Middle and High School teachers with
regard to Botanics. In order to achieve this goal we gave voice to the participants of
our research through semi-structured interviews, analyzing and interpreting their
speeches through discursive textual analysis. Our results indicate that the teachers
don¿t consider that the Botany teaching in the Middle School takes place
satisfactorily, considering it in a bad or undervalued way. These teachers value
practical activities, indicating the need for more resources as well as a concern with
contextualization ¿ even the question of school structure was mentioned. As far as
memories go, only one of the teachers remembers having learned something about
Botanics during Middle School. In High School, all of them remember learning
Botany's contents but one of them states that the subject was treated in a superficial
manner, being like an appendix of other Biology areas. The teachers also expressed
a lack of moments specifically directed to Botany Teaching in their initial formation. As
for its practice, both theoretical-practical and interactive classes were cited, but
lectures appear predominant. Finally, the teachers' discourses not only demonstrate
the use of multiple knowledge but also the influences they exerted in the teaching
practice of our research subjects.
Books on the topic "Teaching of Botany"
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Simon, Ronald G. A reference guide for botany and horticulture. Instructional Media Institute, 1996.
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Barrett, Katharine D. Botany on your plate: Investigating the plants we eat. National Gardening Association, 2008.
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Feza, Günergun, ed. Türkiye'de botanik tarihi araştırmaları. Asuman Baytop, 2003.
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Hunken, Jorie. Botany for all ages: Learning about nature through activities using plants. Globe Pequot Press, 1989.
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Athearn, Brianne N. Bridger Plant Materials Center summer internship. Huxley College of the Environment, Western Washington University, 2007.
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Society, New England Wildflower, ed. Botany for all ages: Discovering nature through activities for children and adults. 2nd ed. Globe Pequot Press, 1993.
Find full textBook chapters on the topic "Teaching of Botany"
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Benfield, Richard W. "Future directions." In New directions in garden tourism. CABI, 2021. http://dx.doi.org/10.1079/9781789241761.0156.
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Abstract In this chapter the future of garden tourism is examined. Botanic gardens have multiple roles but principally education, environmental, and recreation, and it is under these three roles that garden tourism's future is evaluated. Case studies are presented of (1) the National Botanic Garden of Wales as a floral resource for pollinating insects; and (2) the high school botany teaching program of the Fairchild Tropical Botanic Garden in Coral Gables, Florida, USA.
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Benfield, Richard W. "Future directions." In New directions in garden tourism. CABI, 2021. http://dx.doi.org/10.1079/9781789241761.0011.
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Abstract In this chapter the future of garden tourism is examined. Botanic gardens have multiple roles but principally education, environmental, and recreation, and it is under these three roles that garden tourism's future is evaluated. Case studies are presented of (1) the National Botanic Garden of Wales as a floral resource for pollinating insects; and (2) the high school botany teaching program of the Fairchild Tropical Botanic Garden in Coral Gables, Florida, USA.
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Naranjo-Morán, Jaime, Marcos Vera-Morales, Vanessa Sánchez-Rendón, and Andrea Pino-Acosta. "Teaching Botany for Adults with the Blended Learning Modality." In Information and Communication Technologies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62833-8_22.
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Stepp, John Richard. "Pedagogy and Botany of the Columbian Biological Exchange: The 1491 Meal." In Innovative Strategies for Teaching in the Plant Sciences. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0422-8_10.
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Guimarães, Fernando. "The Teaching of Botany in Portugal: An Analysis of Primary School Textbooks (1900–2000)." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_17.
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Zhai, Junqing. "Botanic Gardens as Teaching and Learning Environments." In Teaching Science in Out-of-School Settings. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-591-4_2.
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Zhai, Junqing. "The Pedagogical Behaviours of Botanic Garden Educators." In Teaching Science in Out-of-School Settings. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-591-4_6.
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Zhai, Junqing. "Multiple Perspectives of Botanic Garden Educators’ Pedagogical Practices." In Teaching Science in Out-of-School Settings. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-591-4_5.
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Bennett, Bradley C. "Learning in Paradise: The Role of Botanic Gardens in University Education." In Innovative Strategies for Teaching in the Plant Sciences. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0422-8_13.
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Gough, Laura. "Bridging Community and Ecosystem Ecology at the Arctic Long-Term Ecological Research Site via Collaborations." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0014.
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My research in the Long-Term Ecological Research (LTER) program helped to shape me into the ecologist that I am, working at the interface between communities and ecosystems on a variety of questions. As a university educator and public speaker, I incorporate examples of LTER site-based empirical and theoretical research, as well as cross-site meta-analyses in my teaching and presentations. My awareness of long-term research, in particular the response of North American ecosystems to global change, is heightened by my interactions within the LTER network. Working in the LTER program has provided me with opportunities for collaborations both within the Arctic site and across the network. The LTER program has thus inadvertently provided the framework for all of my current and recently funded research projects. These collaborations assisted in sustaining me through major life events, particularly having children, by helping me maintain my research productivity when my family required more of my time and attention. Currently, I am a professor in the Department of Biology at the University of Texas at Arlington. I teach undergraduate and graduate courses in botany and ecology, and I also supervise MS and PhD students working in the tundra at the Arctic (ARC) LTER site and locally on urban ecology questions. I earned my PhD in plant biology from Louisiana State University and have been affiliated with ARC site since 1996, when I was hired as a postdoctoral scientist by Gus Shaver on a related grant. Since 1999, when I started my first faculty position, I have been an independently funded researcher affiliated with the ARC site, and for the past few years I have served as a member of the ARC Executive Committee. My research at ARC site is at the interface between the community and the ecosystem. My contributions to site-specific understanding have focused on the factors (abiotic and biotic) that control tundra plant species diversity, including the role of consumer species (Figure 7.1). In addition, I have been involved in a cross-site working group in the LTER network (now called PDTNet: Productivity-Diversity-Traits Network) since 1996.
Conference papers on the topic "Teaching of Botany"
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Ferriol, María, Hugo Merle Farinós, Alfonso Garmendia Salvador, et al. "BOTANY TEACHING RESOURCES IN UNIVERSITY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1289.
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Sun, Kunlai, Yin Chen, Youle Qu, Zuisu Yang, and Liye Yang. "The Teaching Reform of Medicinal Botany." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.16.
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Рыбакова, В. В., та А. С. Коляда. "Краеведческий материал для изучения темы «Видоизменения побегов» в курсе ботаники общеобразовательной школы в Приморском крае". У Животный и растительный мир Дальнего Востока. Publishing House of the Far Eastern Federal University, 2020. http://dx.doi.org/10.24866/7444-4911-7/20-38.
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В статье приводятся сведения о видоизменениях побегов сосудистых растений Приморского края, которые можно использовать в преподавании ботаники в общеобразовательной школе. Ключевые слова: ботаника, метаморфозы побегов, краеведческий материал, Приморский край. The paper provides information on the shoot metamorphoses of vascular plants in Primorsky Krai, which can be used in teaching botany in a general education school. Keywords: botany, shoot metamorphoses, local history material, PrimorskyKrai.
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Sun, Kunlai, Yin Chen, Youle Qu, and Yuqian Wang. "Preliminary Study on Classroom Teaching Reform of Pharmaceutical Botany." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.1.
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Wu, Jielian, Yuping Guo, and Ping Wang. "The teaching reform of Pharmaceutical Botany Field Practice in teaching mode of competence-based." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.56.
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Wang, Wenhe, Xiangfeng He, Ruili Zhang, Yazhou Zhao, and Xuelian Guan. "Teaching Reform and Practice of Ornamental Botany Course in Tourism Management (Ecotourism)." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.170.
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Doyle Prestwich, Barbara. "Learning beyond the classroom - Importance of residential fieldcourses in teaching plant biology." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.28.
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The establishment of physic gardens (gardens particularly focused on plants with medicinal properties) dates back to the middle of the 16th century and generally had strong links with university medical schools (Bennett, 2014). Wyse Jackson in 1999 described botanic gardens as ‘institutions holding documented collections of living plants for the purposes of scientific research, conservation, display and education’. In 2014, Bennet described the role of botanic gardens in university education as akin to learning in Paradise. By 2050 it is predicted that almost two thirds of the world’s population will live in an urban environment. This may have a huge impact on our ability to both experience and understand the natural world. Plants have a massive impact on the earth’s environment. This paper focuses on learning beyond the classroom in botanic & physic gardens and in industry settings using the annual Applied Plant Biology fieldcourse in UCC as a case study. The Applied Plant Biology residential fieldcourse has been running for the past five years (started in 2014) and takes place around Easter each year. I am the coordinator. It is a 5 day residential course for 3rd year Plant Science students. The learning outcomes of the fieldtrip state that; students should be able to discuss recent developments in industrial plant science research (facilitated in part by visits to a multinational (Syngenta) and smaller family owned companies (Tozers)); be able to explain worldwide plant conservation approaches and plant biodiversity in the context of different plant ecosystems and anthropogenic environmental impacts through engagement with such centers of excellence as Kew Botanic Gardens in London, Kew’s Millenium Seedbank Wakehurst in Sussex and the Chelsea Physic Garden in central London.
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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.
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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species. Wandersee and Schussler (1999) coined the term “plant blindness” to describe the preference for animals rather than plants that they saw in their own biology students. Knapp (2019) has argued that, in fact, humans are less ‘plant blind’ and more ‘everything-but-vertebrates-blind’ with school curricula and television programming over-emphasising the role of vertebrates at the expense of other groups of organisms. Botanic gardens and arboreta have long been used for educational purposes. Sellman and Bogner (2012) have shown that learning about climate change in a botanic garden led to a significant shortterm and long-term knowledge gain for high-school students compared to students who learned in a classroom setting. There is also evidence that learning outside as part of a science curriculum results in higher levels of overall motivation in the students and a greater feeling of competency (Dettweiler et al., 2017). The trees in the UCC collection, like other urban trees also provide a range of benefits outside of the educational sphere. Large, mature trees, with well-developed crowns and large leaf surface area have the capacity to store more carbon than smaller trees. They provide shade as well as food and habitats for animal species as well providing ‘symbolic, religious and historic’ value in public common spaces. Such benefits have recently been summarised by Cavender and Donnolly (2019) and aligned with Sustainable Development Goal 11, Sustainable Cities and Communities by Turner-Skoff and Cavender (2019). A stakeholder survey has been conducted to evaluate how the tree collection is currently used and a tour of the most significant trees in the collection has been developed. The tour encourages participants to explore the benefits of plants through many lenses including recreation, medicine and commemoration. The open arboretum project brings learning beyond the classroom and acts as an entry point for learning in a variety of disciplines, not least plant science and environmental education generally.