Investigating New Paths in the Teaching of Plant Processes in Elementary Schools

Abstract

The purpose of this researching study was to develop a teaching proposal and investigate the conceptualizations thatchildren make about the processes of plants (photosynthesis, respiration, transpiration).We undertook an innovativeimplementation on teaching living things to students of 10 to 11 years old (5th grade). The theoretical framework is theCultural-Historical Activity Theory that is inherently developed to understand the use of tools in human activity. Theresearching methodology followed a qualitative design, involving classroom observations and data analysis. The datawere classified as students' arguments before the implementation and students' arguments after the implementation.Also, we analyzed how biology education is progressing at schools, under the Cultural-Historical Activity Theoryframework. The findings and the results of the analysis were very optimistic and promising. Students participatedactively in all educational actions and achieved the goals of teaching the plant processes. Students were able after theteaching to explain in simple terms the concepts of plant processes and also developed positive attitudes and valuesabout living things.