O jogo como recurso para o ensino de Biologia: Análise de uma prática realizada com alunos de Ensino Médio de uma escola pública da Paraíba

Abstract

In this work the use of a pedagogical game as a resource in the process of teaching and learning the contents of Biology was proposed. It is considered that the use of the game resource constitutes a methodology in which students become the protagonists of the learning process, stimulating their interest in learning and actively participating in the process. Thus, the research question that guides this work is expressed in the following way: how do es a game, used as a pedagogical resource, contribute to the learning process of biology contents? The intention of this work is to discover a way in which the game assists students in learning biology content. Due to this questioning, pedagogical games were developed and applied to a group of high school students from a public school located in the city of Campina Grande-PB. In all, three games were developed regarding the content of the Human Digestive System that was chosen per the didactic sequence of the class teacher. In order to collect the data classes using games were observed the, taught by the biology teacher responsible for the class, a questionnaire was applied (pre-test and post-test) with the students that was about the taught content in order to verify the contribution of the pedagogical game in learning biology content, and an opinion questionnaire was taken by the teacher and the students about the use of the game as a pedagogical resource and how it contributes to teaching and learning of biology. The results revealed that the games used contributed to the students' learning about the content, this was explicit when comparing the answers offered in the pre-test and post-test questionnaires. In addition, the data obtained through the opinion questionnaires revealed the satisfaction of the students and the teacher regarding the use of the game as a pedagogical resource for teaching and learning the contents of biology. Thus, the importance of pedagogical games as a resource that presents the potential to favor students' learning in biology contents is emphasized, motivating them to participate actively in the classes and enabling group activity and constant dialogue between the students and the teacher.