Botany and environmental education in elementary school in Brazil: articulating knowledge, values, and procedures

References

• Alho, C. J. R. 2008. “The Value of Biodiversity.” Brazilian Journal of Biology 68 (4 Suppl): 1115–1118.10.1590/S1519-69842008000500018
   PubMed Web of Science ®Google Scholar
• Balding, M., and K. J. H. Williams. 2016. “Plant Blindness and the Implications for Plant Conservation.” Conservation Biology 30 (6): 1192–1199. doi:10.1111/cobi.12738.
   PubMed Web of Science ®Google Scholar
• Barker, S., D. Slingsby, and S. Tilling. 2002. “Teaching Biology Outside the Classroom: Is it Heading for Extinction? A Report on Biology Fieldwork in the Curriculum.” Shrewsbury: Field Studies Council (FSC Occasional Publication 72): 14–19.
   Google Scholar
• Berman, M. G., J. Jonides, and S. Kaplan. 2008. “The Cognitive Benefits of Interacting with Nature.” Psychological Science 19 (12): 1207–1212.10.1111/psci.2008.19.issue-12
   PubMed Web of Science ®Google Scholar
• Brazil. 2016a. “Instituto Nacional De Pesquisas Espaciais.” [National Institute for Space Research]. Accessed October 3, 2016. http://www.dpi.inpe.br/prodesdigital/prodes.php
   Google Scholar
• Brazil. 2016b. “Sinopse Estatística Da Educação Básica.” [Statistics Synopsis of Basic Education]. Accessed July 4, 2016. http://portal.inep.gov.br/basica-censo-escolar-sinopse-sinopse
   Google Scholar
• Buckup, L. G., and G. Bond-Buckup. 2008. “Importância Da Biodiversidade.” [Importance of biodiversity]. In Biodiversidade Dos Campos De Cima Da Serra [Biodiversity of Campos de Cima da Serra], edited by G. Bond-Buckup (org). 20–23, Porto Alegre: Libretos.
   Google Scholar
• Chevallard, Y. 1989. La transposición didáctica [The Didactic Transposition]. 3rd ed. Buenos Aires: Aique Grupo Editor.
   Google Scholar
• Clément, P. 2006. “Didactic Transposition and KVP Model: Conceptions as Interactions Between Scientific knowledge, Values and Social Practices.” In Proceedings ESERA Summer School, IEC, Univ., 9–18, Minho, Braga (Portugal).
   Google Scholar
• Creswell, J. W., and V. L. Plano Clark. 2011. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage.
   Google Scholar
• Dal-Farra, R. A., and P. T. C. Lopes. 2013. “Métodos Mistos De Pesquisa Em Educação: Pressupostos Teóricos.” [Mixed Methods Research in Education: Theoretical Assumptions.] Nuances: Estudos Sobre Educação, Presidente Prudente, 24 (3): 67–80.
   Google Scholar
• Dimitrijević, J. D., S. B. Filipović, and J. D. Stanisavljević. 2016. “Plant Collections Online: Using Digital Herbaria in Biology Teaching.” Journal of Subject Didactics 1 (1): 25–38.
   Google Scholar
• Duhn, I. 2012. “Making ‘Place’ for Ecological Sustainability in Early Childhood Education.” Environmental Education Research 18 (1): 19–29. doi:10.1080/13504622.2011.572162.
   Web of Science ®Google Scholar
• Flannery, M. C. 2012. “Flatter than a Pancake: Why Scanning Herbarium Sheets shouldn’t Make Them Disappear.” A Journal for the History and Philosophy of Science 6 (1): 225–232. doi:10.4245/sponge.v6i1.16134.
   Google Scholar
• Flannery, M. C. 2013. “The Herbarium as Muse: Plant Specimens as Inspiration.” Biology International 53: 23–34.
   Google Scholar
• Fragoso-Moura, E. N., L. T. Oporto, P. M. Maia-Barbosa, and F. A. R. Barbosa. 2016. “Loss of Biodiversity in a Conservation Unit of the Brazilian Atlantic Forest: The Effect of Introducing Non-native Fish Species.” Biology International 76 (1): 18–27. doi:10.1590/1519-6984.07914.
   Google Scholar
• Goldberg, L. G. 2005. “O Desenho Infantil Na ótica Da Ecologia Do Desenvolvimento Humano.” [Drawing in Childhood and the Ecology of Human Development.] Psicologia Em Estudo 10: 97–106.
   Google Scholar
• Green, M., and M. Sommerville. 2014. “Sustainability Education: Researching Practice in Primary Schools.” Environmental Education Research 21 (6): 832–845. doi:10.1080/13504622.2014.923382.
   Web of Science ®Google Scholar
• Melo, E. A. 2012. “A Aprendizagem De Botânica No Ensino Fundamental: Dificuldades E Desafios.” [Botanical Learning in Basic Education: Problems and Challenges.] Scientia Plena 8 (10): 1–7.
   Google Scholar
• Miller, J. R. 2005. “Biodiversity Conservation and the Extinction of Experience.” Trends in Ecology & Evolution 20 (8): 430–434.10.1016/j.tree.2005.05.013
   PubMed Web of Science ®Google Scholar
• Nyberg, E., and D. Sanders. 2014. “Drawing Attention to the ‘Green Side of Life’.” Journal of Biological Education 48 (3): 142–153. doi:10.1080/00219266.2013.849282.
   Web of Science ®Google Scholar
• Proença, M. de S., R. A. Dal-Farra, and E. U. Oslaj. 2013. “Native and Exotic Species and Environmental Education.” In 7th World Environmental Education Congress, Proceedings. Marrakech.
   Google Scholar
• Rodrigues, J. C., R. A. Dal-Farra, and L. A. Lopes. 2014. “Considerações Dos professores do ensino fundamental frente ao olhar dos alunos sobre o ambiente em boa Vista/RR” [Teacher’s Considerations of Elementary Education from the Perspective of Students about the Environment in Boa Vista/RR]. In Seminário nacional de educação e formação de professores [The National Seminary of Education and Teacher Training]. Taquara-RS. Anais do Seminário Nacional Educação e Formação de Professores.
   Google Scholar
• Rodriguez, R. C. C. 2010. Ensino De botânica no contexto das escolas públicas e propostas para formação continuada de professores [Botanical Teaching in the Context of Public Schools and Proposals for Continued Teacher Training]. 61⁰ Congresso Nacional de Botânica, Manaus.
   Google Scholar
• Schussler, E. E., M. A. Link-Pérez, K. M. Weber, and V. H. Dollo. 2010. “Exploring Plant and Animal Content in Elementary Science Textbooks.” Journal of Biological Education 44 (3): 123–128.10.1080/00219266.2010.9656208
   Web of Science ®Google Scholar
• Schwantes, J., M. T. L. Putzke, J. Putzke, and R. A. Dal-Farra. 2013. “O trabalho em campo no ensino de botânica: O processo de ensino e aprendizagem e a educação ambiental” [The Field Work in Teaching Botany: The Process of Teaching and Learning and Environmental Education]. Educação ambiental em ação, 43: 1. http://www.revistaea.org/artigo.php?idartigo=1459.
   Google Scholar
• Stern, M. J., R. B. Powell, and D. Hill. 2014. “Environmental Education Program Evaluation in the New Millennium: What Do We Measure and What Have We Learned?” Environmental Education Research 20 (5): 581–611.10.1080/13504622.2013.838749
   Web of Science ®Google Scholar
• Tunnicliffe, S. D., and  M. J. Reiss. 2000. “Building a Model of the Environment: How Do Children See Plants?” Journal of Biological Education 34 (4): 172–177.
   Web of Science ®Google Scholar
• Uno, G. 2009. “Botanical Literacy: What and How Should Students Learn about Plants?” American Journal of Botany 96 (10): 1753–1759. doi:10.3732/ajb.0900025.
   PubMed Web of Science ®Google Scholar
• Vieira, I. C. G., P. M. Toledo, J. M. C. Silva, and H. Higuchi. 2008. “Deforestation and Threats to the Biodiversity of Amazonia.” Brazilian Journal of Biology 68 (4 Suppl): 949–956. doi:10.1590/S1519-69842008000500004.
   PubMed Web of Science ®Google Scholar
• Wolsey, D. T., and D. Lapp. 2014. “School Gardens: Situating Students within a Global Context.” Journal of Education 194 (3): 53–60.
   Google Scholar
• Yilmaz, F., and A. D. Kahraman. 2015. “Science and Nature Perception in the Images and Pictures of the Children.” Procedia – Social and Behavioral Sciences 176: 650–658.10.1016/j.sbspro.2015.01.523
   Google Scholar
• Zabala, A. 2000. Como trabajar los contenidos procedimentales em el aula [How to Work the Procedural Contents in Class]. Barcelona: Graó.
   Google Scholar
• Zabala, A. 2010. A prática educativa: Como ensinar [Educational Practice: How to Teach]. Porto Alegre: Artmed.
   Google Scholar