Produção do jogo α.β.γ.game e avaliação de sua eficiência no aprendizado de radiobiologia

Abstract

The use of games is considered a methodological strategy that facilitates students‟ understanding of the theoretical content addressed in the classroom, but there are still doubts about their effectiveness. Give this imprecision as to the methodological functionality, this work aims to elaborate and analyze the game α.β.γ.GAME as a practical illustration in the learning of the radiology content, with students of the Biology course of the UEPB, seeking to verify the teaching method and the pedagogical doing provided by this resource. Two questionnaires were applied, the first on the Likert scale, with 10 questions (pre and post test) and the second with 7 questions, we then evaluated the average total income, the upgrade rate, the reliability of the research instrument used and the correlation of the data obtained by the research participants, as well as the delineation of the game performance in three characterization fields and the methodological strategy present in it. The use of the game in the evaluation had a significantly similar performance to that of the control group, since both the performance and the index of achievement varied at the same frequency for both, and despite the existence of some points that need to be altered to obtain a more contextualized adaptation in the teaching of the proposed subject, the game proved effective in the fields of characterization, as well as in the methodological strategies outlined. In addition, the game proved to be a good pedagogical teaching tool, however, according to the study, its use is significantly equal to that of the control group, making its use often optional for acquiring learning. Therefore, the game α.β.γ.GAME was successfully built, but still some changes are necessary in its conformation in order to make it more attractive, dynamic and efficient.