Sequência didática e jogos educativos como facilitadores didáticos para o ensino de genética

Abstract

The teaching-learning process is complex and involves constant active and dynamic interaction between teacher and student. It has been analyzed and modified for decades. The efficiency of this relationship is directly linked to the Learning Theory used by the teacher. Traditional methodology, the lack of interdisciplinarity, active methodologies and student protagonism, results in harm to the learning process in genetics. Textbooks, which present content in a fragmented way, and even erroneous information in the media also favor this result. In view of this, this study aims to validate the efficiency of a didactic sequence related to Mendel's First Law, with the production of a board game by students. The choice of the type of game and its construction will be carried out by the students, allowing them to take the lead. This Didactic Sequence developed in investigative stages and with active methodologies values Theories such as Cognitivist and Humanist. A questionnaire applied before and after the didactic sequence is used to analyze whether basic skills have been developed. The results of this study provide a more active and effective approach in the teaching-learning process, enabling both teachers and students to play active roles in the construction of knowledge.