The use of Teaching by Investigation and Neuroscience for learning Environmental Education in Youth and Adult Education
Teaching of Biology. Investigative learning. Neuroeducation. Environmental Conservation.
Both Investigative Teaching and Neuroeducation have contributed to transform pedagogical practices in all teaching segments. Both do not work with the simple exposition of the content, but with the reflection and construction of this knowledge. This helps exercise students' intellectual curiosity and develop their scientific, critical and creative thinking. This work aims to develop, test and disseminate methodological strategies that work Teaching by Investigation in Biology based on the contributions of Neuroscience in Youth and Adult Education (YAE). This will have a qualitative and exploratory nature and will be developed in the class of the 3rd segment of the YAE of the Colégio Estadual Tenente Salvador Ribeiro, in the municipality of Santa Rosa do Tocantins, State of Tocantins. Classes on Environmental Education, Conservation and Preservation of Biodiversity will be planned in a semi-urban area of the municipality in accordance with the steps of the scientific method and the didactic contributions of Neuroscience. In them, the competencies and skills related to scientific research described in the National Common Curricular Base (NCCB) will be considered. The methods to be used for data analysis will be participant observation and Bardin's methodology (BARDIN, 2011). The work will be evaluated procedurally. Subsequently, an e-book will be made with a description of the methodology used and the results presented.