Proposta metodológica para ensino de micro-biologia do solo

Abstract

SUMMARYThe most interesting effect of introducing research into teaching is the assimilation of knowledge as a theoretical construction shared by the scientific community. The idea of temporary and subjective knowledge must be developed in the classroom. But, how can doubt arise during the study of a subject? At the Agricultural Microbiology Course at Faculty of Agricultural Sciences (Universidad Nacional de Entre Ríos) a team work has been conducted for five years, characterized by the use of problem-solving to motivate the learning process. In the classroom, teachers co-ordinate activities and students design experiments based on the outlined problems in order to obtain results. These results are analyzed and discussed, followed by new problems and new questions. This methodology has been evaluated and it has been concluded that learning thus acquired may be more significant.

Active projects for teaching and learning soil microbiology and applications of inoculants to increase perceived subject matter understanding and acquisition of knowledge

“…For example, APlearning in agroecology by the integration of higher education and stakeholders in agriculture and food systems [9], APlearning strategies from teachers of agricultural technical schools in Egypt [11] and AP-learning for horticultural production of teachers [29]. According to Benintende et al [2], after practical teaching of soil microbiology application in Agricultural Microbiology. These authors supported the indicates there was a difference, and (ns) indicates that there was not a difference statistically between traditional (TM) and active methodologies (AM) by the Wilcoxon test at 5% significance encouragement from students for more discussion and participation in the practical development of the subject for the activity being performed and their value the choice of subjects, which considering essential for future professional performance.…”

“…TM = traditional methodologies and AM = active methodologies by project. (*) indicates there was a difference, and (ns) indicates that there was not a difference statistically between TM and AM by the Wilcoxon test at 5% significance Researchers who employed similar AMs have reported that this approach is efficient for facilitating student knowledge of soil microbiology subjects [2]. Furthermore, AMs are associated with the transversality of traditional schools of teaching known to positively impact academic environments [5,6], agricultural sustainability [18], agroecology [9], agriculture, food and environmental education [34], horticulture [29], environmental sciences and geology [35], and other agricultural education and pedagogy [5,8,11,[36][37][38].…”

“…There are still justifications for the continued use of TMs, such as teaching/learning traditionalism, the lack of training and updating necessary for teachers to learn AMs, the academic community's difficulty implementing appropriate structure for AMs, and for preparation of the youth in high school. Nonetheless, for more than a decade, researchers have reported on the benefits of AMs [2][3][4][5][6][7][8], and they point to more active, integrative, and engaging teaching-learning strategies to increase student knowledge of the environmental and agricultural fields. Due to its particularly interdisciplinary and hands-on nature, AMs have broad application to soil science education, a field taught by professionals from agrarian, biological, and environmental sciences.…”