| dc.description.abstract | As lessons exclusively theoretical are insufficient for a good learning
of the content of Biology in the high school and among a lot of techniques
that complement classes, the practical, if well worked activity, is one in the
best ways of complementing the theory. But these activities can’t be
adopted for many schools due to the elevated cost of the materials and the
lack of laboratories. The present study is proposed to look for alternative
materials with low cost, as the disposable ones, that could substitute the
expensive materials of laboratory (Beckers, pipettes, etc.), and to provide
with the valorization of the residues, through the reuse of materials, the
development of an environmental education in the school. Also intended to
show that most of the activities can be developed in the own classroom,
proving that it is possible to adopt practical classes in any school, with any
economic structure. Through the theoretical lessons, it was sought, still, to
explore the importance of an up-to-date class and dynamic front to the
student's learning and, thus, to motivate the teachers adopts it them. Some
materials as microscope, reagents and you would glaze to be warm, they
can’t be substituted, but the activities are few where they are necessary,
what lacks is the incentive in the schools so that the teacher comes to
improve its didacticism, since such method was approved by students, when
applied in the State School Manoel Ribas, of Santa Maria/RS. | |
