Análise de jogos e modelos didáticos no ensino de biologia, associados à aula expositiva dialogada na área de citologia

Abstract

This research deals with the use of games and models in teaching Biology. During its execution, it was investigated what the real role and the influences of games and didactic models in the teaching-learning process of the contents of the High School in the area of Cytology. Given the complexity, the excess of terminologies, the high level of abstraction and the difficulties of the students, this work was conceived with the objective of constructing models and a didactic game about cells, which facilitated the learning from the experience of the contents. The research has a descriptive nature and was developed through qualitative-quantitative analyses. The data were collected from a sample composed of 92 students of the first year of High School, using a questionnaire applied three times: previous application (Q1); application after lectures (Q2); and, finally, application after the use of games and didactic models (Q3). In addition, in the data collected are the drawings of the cells made by the students. The research developed in two scenarios: in the first (A) were built cell models and applied a card game; in the second (B) virtual models and games were used. In both contexts, the games and models were associated with the dialogic expositive classes. The results showed that the games and models used are important as learning tools, since they help in a better understanding of the content taught. Statistically, it was found that there were no significant differences between the yields of groups A and B, that is, both modalities were efficient. Through the analysis of the drawings it was possible to perceive a gradual evolution of the capacity of representation and abstraction, since a significant difference (p <0.05) was identified after Q2 and Q3. It was concluded that both games and material models, as well as virtual ones, are learning-friendly didactic means when associated with the dialogic expositive classes, since they are very well accepted by the students.