Teoria e prática: impactos na aprendizagem sobre princípios de educação ambiental

Abstract

Modern lifestyle on urban centers and teaching patterns that divide education in separated subjects have altered the way humans understand the environment. In order to reestablish this understanding, teaching in Environmental Education is concerned not only with disseminating environmental values but also with investigating ways of transmission or knowledge that increase understanding. The present study aimed to evaluate the advantages of using experimental practices, represented by scientific experiments, on methodologies of teaching expositions, in the construction of the learned about the natural environment. In order to do so, the classes of secondary and higher education students were submitted as different methodologies, focusing on the teaching of the soil theme, its functions and degradation factors, in Environmental Education Line. After the lessons, the infernos in simple and discrete data of contribution to the construction of the knowledge about the mentioned subject, in both as situations. In general, experimental teaching groups obtained higher success rates than did expository teaching groups; Control group, who respond to the questionnaire in embassies as situations, raising their scores in media emissions 22%, highlighting the existence of empirical advantages of methods that use the practice in the teaching-learning process.