EVALUATION OF STUDENTS' ENVIRONMENTAL PERCEPTION THROUGH EDUCATIONAL METHODS AT U.M.E. LOURDES ORTIZ, SANTOS –SP. Gabriel Goulart Silva, Gustavo Koerich, Mariana Hoff Duque, Marcus Ludin, Rafhaela dos Santos Gonçalves, Jorge Luis Santos

Abstract

The teaching methodology seeks to find different ways to deal with didactic situations. Therefore, the teacher and the institution are the ones most responsible for choosing the appropriate teaching method for each circumstance, where the student must clearly understand the pedagogical activities. The need for constant improvement and reformulation of the teaching approaches applied by PIBID scholarship holders is highlighted, with the purpose of consolidating an increasingly harmonious learning, contributing to the formation of citizens with the development of scientific-biological reasoning. The objective of this study was to investigate whether the teaching strategies applied by the scholarship holders of the teaching initiation program (PIBID) contributed to the efficient understanding and learning proposed to the students. The qualitative research was based on the analysis through empirical questionnaires about the contents taught. The following topics were addressed throughout the school year from February to October 2015 at UME Lourdes Ortiz (Santos – SP), alternating practical and theoretical classes: water, soil and air. Sixty questionnaires were administered, each containing two questions on each topic, totaling six questions, which were read to the students in order to avoid any doubts about their interpretation. The answers were limited to “true”, “false” or “I don’t know” (this was considered an incorrect answer), in order to prevent guesses and encourage honesty in the students’ answers. Sixty students and five scholarship holders participated in this study. The results obtained from the data analysis were: 90.8% of the students answered the questions about the water topic correctly. This was the first topic to be taught, right at the beginning of the scholarship holders’ activities. 69.2% of the students answered the questions about the soil topic correctly. This was the second topic taught, including one with a more extensive program content, which is probably the reason for the lack of correct answers. 86.7% of the students answered the questions about the air topic correctly, the last and most recent topic taught. It is possible to observe that there was no homogeneous learning on the part of the students, a fact that can be justified by the programmatic differences of the themes and even by the proximity of the subject to daily activities. The teacher must pay attention to the best way to approach a specific theme, since the same approach can behave differently when applied to different contents. Finally, it is necessary to constantly improve and reformulate the teaching approaches applied by PIBID scholarship holders, with the purpose of consolidating an increasingly harmonious learning, contributing to the formation of citizens with the development of scientific-biological reasoning.