A contribuição das aulas de campo no processo de ensino-aprendizagem em disciplinas do ensino superior

Abstract

Field learning are school activities that involve the displacement of students to non-formal environments, represented by the school garden or interactive spaces that escape the rigor of the classroom. The purpose of the study was to evaluate how the field classes interfere in the teaching-learning process, functioning as a support to improve the learning of theoretical knowledge developed in the classroom. The procedures adopted were based on the methodology of research and action, based on a bibliographical survey with the subsequent execution of an experiment developed in the discipline of Beekeeping, in regular classes of the Agronomy course, Federal University of Southern Frontier, Campus Laranjeiras do Sul - PR. The study consisted of two stages: the first one was the collection of concrete information that emphasized the importance of using the field lessons, and the second consisted of the elaboration and application of tests to verify the contribution of these classes when carried out following the theory in the classroom. We sought to investigate the level of relevance of the use of methodology as a tool of the teaching-learning process, in a qualitative and quantitative way. A pre-test was applied one week after the theoretical fundamentals class, and then a post-test one week after the field lesson, on the same technical subject of the discipline. Time intervals were used to verify the efficacy of the purely expository method and the expository method under the influence of practical field lessons for the memorization process. The results obtained showed a great improvement in the degree of comprehension on the subject after the field class, and in the post-test the students gave more detailed answers and with more technical and scientific terminologies when compared to the pre-test. Conclusively the field lessons had a significant contribution in teaching-learning, since there was an increase in the complexity of the answers from a theme, with subsequent improvement of the academic performance expressed numerically by the increase of the grades average.