Sequência didática e criação de jogo biominó para elucidar o ensino de principais conceitos de biologia

Abstract

How can we improve biology teaching in a century of multiple ready-made and easily accessible information? Rejecting any activity that requires a minimum of mental effort is almost the majority of students in the most diverse classrooms. Throughout the author's teaching practice, there is a great need to create and recreate methodologies that effectively ensure learning. In addition to all the faced challenges, it is noticed the difficulty to grasp the various basic concepts in Biology in order to make better harnessing and content understanding. Due to being so broad and often unimaginable, students are ready to memorize the biology content in order to meet the needs of the assessment tests and, as a result, there is no meaning or effectiveness in learning. Therefore, the aim of this work was to develop a didactic sequence that would enable students to take a leading role in the production and execution of a game, Biominó, as an enabling tool in the teaching-learning process of essential biology concepts. The proposal was developed in a third-year high school class at Professor Iago Pimentel State School in Minas Gerais, with the construction of a Didactic Sequence that included the production of a domino-based game, called BIOMINÓ. Since games in general are a fun and stimulating source of learning and socialization, they can help to build the true essence of learning Biology, guaranteeing meaningful learning for these discouraged and immediate brains, becoming an important addition in the application of differentiated and efficient methodologies. Firstly, there is an education approach in the current context and the need to work with Biology using active methodologies in order to make learning effective. Next, the effectiveness of the teaching-learning process was proved by the use of a didactic sequence conducted in five lessons, permeating skills for researching, recording, digitizing, producing and playing the Biominó game. The results obtained make the methodology an effective ally for motivating and optimizing the teaching-learning process, emphasizing and making concrete the main concepts of Biology, which in no way should become irrelevant at the conclusion of basic education. It is true that the students taking their own steps, under the guidance of the teacher in order to build up the necessary knowledge and skills, made the process more exciting and interactive. The game produced is also versatile enough to be adapted to other content in the area, or from other areas, adding reflection and dialog to the final production as well as a moment of discussion to evaluate the method, in order to demonstrate the effectiveness of the process for actual learning.