Proposta de ensino para o ciclo de Krebs: construção e avaliação de jogo didático

Abstract

Biology teaching is dynamic and investigative. In this way, lectures based on the transmission of knowledge are not very attractive. The contents related to the subject of Biochemistry, of high complexity, are difficult to assimilate when applied to traditional teaching methodologies. The use of didactic games as an active strategy has the potential to provide the student with meaningful learning. The present work aimed to build a didactic game about the Krebs cycle, and to evaluate the learning process in the first year of high school at a state public school in the municipality of Vargem Alegre, Minas Gerais, Brazil. The didactic game was built by the teacher-author, from simple and easily accessible materials. The study was conducted in three stages, based on the methodology of the Three Pedagogical Moments (3 MPs). The first stage consisted of the initial problematization of the theme, using a conversation circle to expose the Krebs cycle in real and day-to-day situations. The second stage, which involved the organization of knowledge, consisted of performing diagnostic activity 1, and the third stage, of applying knowledge, was developed with the application of the previously built didactic game and the performance of diagnostic activity 2. After the development of the 3 MPs, a questionnaire on learning through games was applied to students and a didactic guide aimed at teachers was produced by the teacher-author. Qualitatively, the analysis of observation and perception of the teacher-author showed that the didactic game is a promising tool for teaching the Krebs Cycle. The quantitative assessment of students' performance in the content of the Krebs Cycle before and after the application of the didactic game did not prove to be significant after statistical analysis. In conclusion, the didactic game presented itself as a promising tool in the qualitative analysis of observation of the teacher-author, and in the quantitative evaluation of the learning process before and after its application, it did not show a statistically significant difference