Integração fisiológica: ensino com jogos e problematização

Abstract

Observing the need to break with the fragmented and mnemonic way in which teaching is often conducted in classrooms, it is imperative to adopt differentiated pedagogical practices that favor the integration of concepts, stimulate critical thinking and offer opportunities for the application of knowledge in real-world situations. Problem-based learning has been presented as a teaching and learning method that stimulates motivation, curiosity and promotes more meaningful and effective teaching for the student. The role of games is also discussed as a tool that can favor the teaching-learning process, as they can motivate student participation and arouse interest in the classroom. In view of this, this master's thesis aimed at the elaboration, application and analysis of a didactic sequence using problem-based learning and a didactic game on the digestive, circulatory and excretory systems as support instruments, for the assimilation and fixation of the teaching of human physiology for high school students. The aim was also to awaken the interest of students and consequently provide a more effective assimilation of the content covered. The didactic sequence was applied to students in a 2nd year high school class at a state school in the city of Mantena/MG. In order to evaluate in a qualitative and quantitative way, a conversation was held and an initial questionnaire was administered to check the students' prior knowledge on the subject. After applying the didactic sequence and the game, a conversation was held again and a final questionnaire was administered on the topic covered. In addition, students answered a usability questionnaire regarding the game applied. The analysis of the initial and final questionnaires revealed that the methodologies used enhanced the construction of students' knowledge in relation to the topics covered. To quantitatively evaluate students' performance, we applied the Student's t test to paired data, comparing the means obtained. The means and standard deviations of the scores in the initial and final questionnaires were 2.67 ± 1.61 and 6.78 ± 2.19, respectively, with a p value < 0.001. These results indicate a statistically significant difference between the grades obtained in the initial and final questionnaires. In addition to improving students' scientific literacy, problembased learning aroused students' interest and curiosity and provided the development of skills such as problem solving, research, communication, collaboration and teamwork. Through the analysis of the didactic game usability questionnaires, we realized that the game developed acted as a motivating and facilitating agent in the teaching and learning process. Thus, we conclude that the use of diverse methodologies with problem-based learning and the use of educational games in the classroom can enhance the understanding of basic concepts related to human physiology for high school students.