CASE STUDIES AS AN ACTIVE LEARNING METHODOLOGY IN BOTANY EDUCATION REFLECTIONS ON URBAN FORESTRY AND BIODIVERSITY VALORIZATION

Abstract

The teaching of Botany is often disconnected from students’ realities, which results in little or no interest in learning about this field, despite its presence and importance in people’s daily lives. In this context, innovative methodologies, such as case studies, have the potential to promote more meaningful and reflective learning. Drawing on everyday experiences, such as food or leisure spaces, can spark students’ interest. In this sense, Botany — often neglected — finds space in practical teaching. Thus, the aim of this study is to report on the experience of developing the case study “The afforestation of public spaces enhances our biodiversity” and its proposed application with students in Basic Education. The research presents a case study situated in the context of the municipality of São Cristóvão, Sergipe (SE), analyzing the afforestation of non-formal spaces to address topics such as biodiversity, exotic species, and environmental policies. The proposal, implemented over three lessons, seeks to value native flora and promote reflection on the relationship between plants and society. The structured problem is adaptable to different contexts, helping to overcome students’ botanical unawareness and making teaching more contextualized by connecting scientific knowledge to students’ personal experiences.