Working on the teaching/research interface in the discipline of Botany: reports of an experimente with bryophytes

Abstract

Botany teaching is sometimes considered difficult and discouraging not only by students, but also by many teachers. Such lack of interest comes from the lack of contextualization of the contents that are worked in a fragmented way and without contextualization. In this sense, we seek to apply a differentiated methodology during the development of the “bryophytes” content of the Botany discipline of the Biological Sciences course. For this purpose, a standardized scientific methodology was used to investigate the rehydration capacity of two different species of bryophytes (poikilohydric condition). The content was initially worked in a theoretical/practical way with the students, and the experiment was then conducted using the methodological rigor typical of a scientific experiment, with the formulation of hypotheses and questions to be answered. Throughout the process there was participation and interest on the part of academics, who sought to discuss and understand the results obtained. It was possible to present, develop and apply a differential methodology capable of enriching students learning and making botanical science more attractive and aligned with students’ daily lives.