Jogos digitais: uma vivência na sala de aula de biologia

Abstract

We live today in a society that is submerged by technologies, but it has not always been so, many changes have occurred in this scenario, so that today we have access to so much information and resources. But these transformations were not restricted to the technological field, we saw several changes in school pedagogical profiles, from the traditional to the progressive, and in this case we experienced the difficulties of understanding the need for a social formation of citizens capable of interfering in the environment in which they live. We perceive the greatness of the game in human life, its presence in our culture and beyond. And in a mixture of school, play and technology, we broadened our understanding of the need to establish new interfaces for teaching biology in and out of school spaces, this because it needs to motivate a new generation of students (Digital natives) to glimpse in the School a formative space connected to its reality, using as a resource the digital games (DNA GAME). In view of this scenario, the present research aimed to analyze the potentialities and limitations of a digital game in an experience in the biology classroom and to make possible the use of questionnaires, observations and the game "DNA GAME" as instruments of collection of data, inferring from them, the results found with all sensitivity that the qualitative method requires. In the possession of the data and supported by a theoretical basis based on renowned authors, we conclude that the use of digital games as an interface in the teaching of Biology can favor positively the process of construction of the student's knowledge, that is, to improve the teaching process -learning of learners. We also consider that the game "DNA GAME" developed for this research showed that it is possible to develop digital interfaces as a new educational practice to be used by a typical digital generation