Experiments as didactic resources for soil education in geography education

Abstract

Soil is a finite natural resource, consisting ofminerals, organic matter, water and air. Indispensable to terrestrial biodiversity. Due to its importance, soil education should provide theoretical and practical contributions that enable the learner to understand their origin, development, functions andproperties. However, in the Geography classes, the soils have not received the importance, the gaps in teacher training and the absence of significant didactic resources have resulted in superficial approaches and decontextualized content. In view of the above, this article aims to promote soil experimentation as a didactic resource for the content approach in basic education. To do so, didactic approaches and experiments with soils with two groups of the Pedology curricular component of the undergraduate course in Geography of the State University of Paraíbawere discussed and pointed out. The experiments proved to be facilitators of learning in soils, insofar as they promoted the construction of the main concepts, practical approaches, and made it possible to explore new possibilities in the teaching-learning process of the soils. In this way, providing more concrete and meaningful approaches on the part of the future teachers in primary and secondary education