Uso de jogo didático selecionado pelos discentes como metodologia ativa para o ensino de ecologia no ensino médio

Abstract

Education in Brazil faces complex challenges, such as inequality in access to quality education, gaps in teacher training, school dropout, and learning deficits exacerbated by the covid-19 pandemic. In this context, it becomes essential to implement accessible and inclusive methodologies that foster a more dynamic and meaningful learning environment. This study aimed to promote the learning of ecology through an investigative teaching sequence, using active methodologies such as discussion circles, research on educational ecology games, and the implementation of a game selected by the students. The sequence was carried out with a 1st-year high school class over seven lessons, beginning with a discussion on ecology and the administration of a pre-test questionnaire. Subsequently, the students conducted research on educational games related to ecology, based on a pre-prepared list provided by the teacher. One game was selected and presented to the rest of the class. During the research and presentations, students discussed the topic and defended their points of view, demonstrating knowledge and skills acquired through the activities. After the presentations, the students voted to choose the game to be implemented in this study. The chosen game, Exploring the Food Chain, was then carried out. To assess student learning after the game, a post-test questionnaire was administered, along with a survey regarding their perceptions of the teaching sequence involving the game. A statistical analysis was conducted to compare the number of correct answers in the pre- and post-tests, which revealed a significant difference (p-value = 0.0002). Therefore, it can be stated that student learning improved after the teaching sequence, confirming the teacher's perception that the game contributed to the students' learning. It was concluded that implementing this didactic sequence using an educational game as a learning enhancer in ecology fostered greater student motivation, argumentative skills, and socialization. It is hoped that this study may serve as a model of active methodology to enhance Biology education.