Abstract
Abstract Sensory Gardens are considered non-formal learning environments, however, they are not used as a methodological alternative for teaching in Brazil. The installation of the QR Code in a Sensory Garden is innovative and the link to in a non-formal learning environment can attract and retain student’s attention. Our study tested the hypothesis that Public School students between the ages of 13 and 15 years old are not stimulated by subjects taught in the area of botany when exposed to non-formal learning environments. The study selected 23 students, divided into two teams, in which one obtained access to the Sensory Garden and the other team was restricted to the content addressed in the formal learning environment. ‘Diagnostic questionnaires’ were applied to assess botanical knowledge, before and after the activity, comparing results between teams. From the data obtained, it was possible to prove the effectiveness of the Sensory Garden in the student’s botanical learning process. Our results indicate that the use of QR Code technology contributed to students’ improvement and interest in botany, while arousing curiosity and enthusiasm to observe, in loco, the content previously covered in the classroom. In assessing botanical knowledge among participants, this study reported that students attending the Sensory Garden showed better performance compared to students who did not attend the Sensory Garden. Therefore, we reject the hypothesis tested and accept that the Sensory Garden using QR Code was relevant and contributed as a study tool for 13 to 15 years old students from Public High-schools.
Highlights
There is high difficulty in addressing didactic content on botany in ‘formal learning environments’
The last question addressed in the first diagnostic questionnaire, verified whether the student believes that the Sensory Garden in conjunction with QR Code technology can assist in botanical learning (Table 2)
The proposal of inserting QR Code technology in a Sensory Garden as a botanical teaching tool was accepted among the students of the public High-school system and allowed students to interact with the plants observed in loco and among themselves, using the smartphone as a study tool
Summary
There is high difficulty in addressing didactic content on botany in ‘formal learning environments’. The use of non-formal learning environments promotes knowledge dynamically and helps in understanding the contents covered in formal learning environments. RAFAELA DE FATIMA ROCHA PRESTES et al strategy allows learning of various subjects in places such as zoos, museums, gardens and other spaces with activities directed to content (Cascais and Terán, 2014). Sensory gardens are leisure spaces designed to stimulate and sharpen the five senses of the human body: touch, smell, taste, sight, and hearing, besides promoting environmental awareness and proposing a pleasant methodology in teaching about plant species (Santos and Dionísio, 2016). Some Higher Education Institutions open the space for gardens to promote education and culture, allowing the deployment and use of appropriate technologies for knowledge dissemination
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