Proposta de um jogo didático para o ensino de genética como metodologia ativa no ensino de Biologia

Abstract

Active learning occurs when students interact with the subject under study - listening, speaking, discussing, doing, and teaching - being encouraged to build knowledge rather than passively receive it from the teacher. In this sense, a way to stimulate active learning is the construction of educational games. In such games, students are challenged to seek knowledge and practice it to win. Thus, the general objective of this study was to create the educational game “Genetics at Stake” and to evaluate if the use of this methodology contributed to increase the knowledge of the involved students about genetics. The students, organized in groups, were encouraged to build genotypes that condition predetermined phenotypes, using available alleles. The winner was the group of students who correctly assemble the largest number of genetic constitutions in the established time. All participants received a participation prize and the winning group also received a trophy. This methodology was used in two schools in the Vale do Aço region/MG, reaching 364 students, in 2019. Students rated the contribution of the game to the learning of genetics as very good and the results generally revealed a possible effectiveness of the use of this tool in the construction of knowledge, collaborating in the association of concepts and favoring the teaching-learning process. There was significant variation in student performance on an issue directly related to the game. The game also stimulated the development of important skills and competencies that cannot be measured and/or quantified through student testing. Therefore, it is very important for teachers to use teaching support tools to diversify classes, making them more attractive and interesting for students, guiding and encouraging them to construct and reconstruct new concepts in a participatory manner.