Sequência didática sobre sistemática filogenética vegetal: ferramenta didática para o ensino investigativo

Abstract

Biology teaching in the High School segment of Basic Education has resorted too much to the classical teaching system, in which students are faithful repositories of knowledge transmitted by the teacher, which they must memorize, and reproduce in tests and assessments, not allowing interaction with the acquired knowledge. At the same time, we live in a society in which games are an important part of everyday life, in addition to being very attractive, capable of providing rewards that motivate participation, interaction with game objects and autonomous learning. This work aimed to produce a didactic sequence that used a didactic game to stimulate learning about plant evolution in a constructivist and investigative way. For this purpose, a didactic board game, whose theme is plant phylogeny, was produced by the teacher and applied in a didactic sequence, with third-year high school students at a public school in the city of Três Rios - RJ. The experience with the game promoted student engagement and motivation, given the challenge of understanding plant evolution and classification. In this way, it is clear that high school students are very receptive to the use of playful teaching methods and learning can be verified qualitatively, through conversations with students.