Construção de um jogo educativo de sistemas genitais e educação em saúde como ferramenta complementar no ensino de biologia

Abstract

Knowing the human body is much more than memorizing systems and functions, but understanding health, interpersonal relationships and the environment in which the student is inserted. The connections between concepts, models and scientific ideas are fundamental to decision-making in life in society. The anatomical and physiological content of the male and female genital systems are essential for the student to infer about issues related to sexuality and health. However, they are considered complex and difficult to be assimilated by students. In this context, there is a growing need for the use of new pedagogical strategies that can innovate biology teaching, making learning more accessible and attractive for students. Educational games are valuable teaching materials. They motivate students and arouse their interest in content. The aim of this work was to develop a didactic sequence focused on the construction of an educational game as a complementary tool for the teaching of the genital systems and health education, evaluating the perception and knowledge acquired by high school students. The study was conducted in the academic year of 2023, at Ali Halfeld State School, Judge of Out-MG, covering the students regularly enrolled in the discipline of Applied Sciences of the second year of high school, in the classroom under the direction of the teacher Luciana Oliveira Bassoli. The didactic sequence was developed in several stages, including building the game in a collaborative manner with the students. After completion of all activities, a Knowledge Verification Test (KVT) was applied to the covered content. In addition, the students answered a questionnaire that evaluated the student’s perception of building and using the game in the classroom. The average rating of TVC showed satisfactory performance and a profitability of over 65%. Most students had a positive overall perception of the game, evaluating it with an average score of 9.28 ± 1.17 (average ± DP) of ten. Of the total number of students, 92.3% agreed that the game had a positive impact on learning and 96.2% that it encouraged the student's active participation in this process. In addition, 88.5% of students agreed that gaming improved their understanding of the health education content and 76,9% said it helped increase interest in biology lessons. The results suggest that educational play was an excellent alternative to optimizing genital learning and health education in secondary school, improving students' perception of content and discipline. In addition, gambling increased the role of education in building knowledge and brought the content of biology closer to their everyday life.