A produção de jogos didáticos como ferramenta metodológica de ensino e aprendizagem no ensino médio e sua influência na formação de licenciandos em Ciências Biológicas
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Data
2019-06-11
Autores
Silva, Alexandre Vieira da
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Universidade Federal do Espírito Santo
Resumo
Reading and interpreting images as well as the development of didactic methodological resources, that bring Biology teaching closer to of the student’s everyday life, has become a valuable strategy in the teaching and learning process. The aim of this study was to investigate the contribution of pedagogical games as a facilitating process in the appropriation of subjects in the short term. In addition, to analyze the influence of the discipline Laboratory of Reading and Production of Images (LLPI in Portuguese) for the acquisition of skills correlated to the use of images, production, and insertion of educational didactic resources in Biology teachers’ training. Therefore, the work was obstinate to contribute with the construction of the knowledge of high school students, through the production of educational games on the subject of Anatomy and Human Physiology, which is attractive but presents difficulties in its appropriation by the students. Subsequently, this material was under investigation of Biological Sciences students, so that by means of the spontaneous analysis of the resource produced, the technique of free recall and filling of a semi-structured questionnaire, the data were investigated. In order to trace the profiles of two different groups where one of them had already attended LLPI classes and one that had not. Among the students, those who were involved in the production of didactic games showed better assimilation of the subjects. Since the evaluation instrument answered by them, presented a higher number of correct answers than those belonging to groups that did not produce games. In reference to the undergraduate students it was observed that the group which had not yet attended the LLPI classes envisioned in the games a component of teaching and learning, but at the same time emphasized the aspects of the fun that is tied to this methodological tool. On the other hand, the group that had already studied the discipline, minimized the aspects considered playful in this process, giving the material the most intrinsic teaching and learning function. However, this group’s analysis of the games was more judicious than the first one. At the end of all the steps, we have as a result, the valorization of educational mechanisms that provide students the condition to build their own learning, acquiring cognitive autonomy and providing through an investigative methodology, their direct participation in the teaching and learning process
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Jogos pedagógicos , Ensino de Biologia , Leitura de imagens , Educational games , Biology , Teaching , Reading images