Gamificação no ensino de Biologia: Aprendizagem participativa em aulas remotas

• Autor(a) principal: Queiroz, Márcia Albuquerque
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/4651
• topic: Metodologias ativas; Ensino-aprendizagem; Gamificação; Ensino de Biologia; Gamification; Biology teaching; Active methodologies; CIENCIAS BIOLOGICAS::BIOLOGIA GERAL

Educational technologies had visibility in remote teaching with the pandemic, a period in which teachers and students were driven to access digital media. This research aimed to analyze the learning performance of students in High School, taking as a reference their participation in methodologies with the use of "Gamification" in remote classes in Biology teaching. With this focus, we ask whether active methodologies, when inserted in remote teaching of Biology, can favor greater participation in student learning in remote classes? The research had a qualitative character with an exploratory and descriptive approach. The research participants were students in the 2nd grade of high school at a public school located in the municipality of Areial-PB, which was carried out online in synchronous and asynchronous moments. For data collection, we used an interview with the Biology teacher, in addition to screen captures, recording of remote classes with the permission of the participants, questionnaires with student feedback on the methodology used in the content review (Animal Diversity I, II, III and IV), notes and observations. We based the data discussions on studies by Moran (2018) and Bacich (2015). In the course of the research, in addition to the usual technologies of remote teaching, we used free digital platforms for the development of games and review of the contents covered. We noticed that the use of active methodologies aimed at gamification favored the learning of previously unmotivated students, increasing their self-esteem, autonomy and self-confidence, making the student the protagonist of their learning by having greater interaction with their colleagues and teacher, even in the face of reality. of emergency remote teaching.