Botany education at the VIC herbarium and botanical garden of the Federal University of Viçosa, Brazil

Resumen

Non-formal teaching spaces encourage learning Botany by enabling direct contact with plants through practical and playful activities. This qualitative study, carried out at the VIC Herbarium and the Botanical Garden of the Federal University of Viçosa, investigated the methodologies used in monitored visits and their contribution to Botany learning. The research involved observations, field diaries, interviews and questionnaires. The interviews were carried out with 24 students from public and private schools (8th year of Elementary School and 2nd year of High School), 4 Science/Biology teachers and 11 monitors. Pre- and post-test questionnaires, applied to 90 students from 8th year and 23 students from 2nd year, were statistically analyzed. The interviews revealed the students' perceptions about Botany, learning difficulties and the benefits of the visits. Monitors highlighted their challenges in teaching practice and conceptions of non-formal spaces, while teachers highlighted the motivation for visits and the relationship with pedagogical objectives. The results highlighted the methodologies used, the importance of interdisciplinary approaches and the positive impact of visits on learning. The analysis followed Bardin, demonstrating how these environments enrich the teaching of Botany.

Citation: Silva Miranda, V.M., Magalhães Carvalho, B.A.S., Medeiros, M.T., Rigolon, R.G. & Pinto Garcia, F.C. 2025. Botany education at the VIC Herbarium and Botanical Garden of the Federal University of Viçosa, Brazil. Revista Jard. Bot. Nac. Univ. Habana 46  (Número especial 1): 15.

Trabajo presentado en el XIII Congreso Latinoamericano de Botánica. Simposio Jardínes Botánicos de Latinoamérica