Avaliação do processo ensino-aprendizagem através de jogos didáticos para o ensino de insecta

Abstract

In order to demystify the pejorative view on insects and improve the learning of the theme, it is necessary to use active methodologies such as didactic games to assist in the construction of knowledge and achieve meaningful learning in students. The objective of the research was to evaluate the teaching-learning process with the strategy of didactic games in two different ways in two classes of the 2nd year of high school in a state school in Piauí. The survey included 57 respondents. The students took expository classes on Arthropods and later one class played a game about insects and the other class built five games on the same theme. During the methodology, the respondents were evaluated by productive disciplinary engagement and at the end the students evaluated the procedure used through a questionnaire. The study revealed that the use of educational games for teaching is well accepted by students. The results of the objective questions that investigated characteristics of the game itself showed that the group of players had more positive responses compared to the same requirements of the group that built the games. The results show 95% of those surveyed considering the use of games to help teaching-learning to be positive. The survey revealed that 58.1% of students who built the games used the internet in their research and 82.4% stated that they felt good about building and applying a game. As for learning, in the group of players, 81.5% made it clear that if they built games it would be better for learning, while the group of builders, although 97% considered it positive to build games instead of just playing, only 27% pegged building for better learning. It is concluded, therefore, that the use of didactic games in the classroom is a good teaching tool, but a greater frequency of active methodologies is necessary. The study also resulted, as products, in six games on the theme of insects and a didactic sequence of the methodology covered in the research.