Utilização de jogos digitais no ensino-aprendizagem de genética e síndromes genéticas para alunos do ensino fundamental ii em uma escola pública na cidade de Manaus-AM

• Autor(a) principal: Barros, Aline Silva de Souza
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)
• Texto Completo: http://repositorio.ifam.edu.br/jspui/handle/4321/1488
• topic: Biologia - ensino; Genética; Síndromes genéticas; CNPQ::CIENCIAS BIOLOGICAS::GENETICA

Difficulties related to teaching-learning concepts of genetics have been the object of numerous educational researches aimed at the development of pedagogical tools and methodologies that seek to improve teacher performance and student performance in the classroom. The main objective of the present study was to develop a pedagogical intervention using the potential of digital games as a pedagogical aid for teachinglearning the basics of genetics (DNA, genetic inheritance, chromosomes and human karyotype) and genetic syndromes for 9th grade students of elementary school in a public school in Manaus. The study used as a guiding methodology the Design Based Research (DBR) according to Reeves' proposal, which is divided into four phases: (1) problematic; (2) artifact development and intervention; (3) application of the intervention and its evaluation, and finally (4) reflection to produce design principles. As an intervention proposal, an interactive class was created based on the use of educational games developed from the thematic concepts of genetics and genetic syndromes in order to challenge students to build knowledge on the subject. For the elaboration of these games, the wordwall tool was used, a technological platform for game creation without the need for programming knowledge for the proper elaboration. A natural science teacher and 69 students divided into four classes participated in the research. As a result, it was observed that the students before the intervention did not have mastery over the basic concepts of genetics and genetic syndromes, after the intervention, it was possible to notice that the proposed games contributed to the construction of new knowledge about the concepts about genetics and genetic syndromes. Furthermore, the artifact developed “playing scientist” stimulated the students not only to create solutions to real problems, but also was a means to generate empathy. From the perspective of the researched professor, the intervention brought new perspectives to the teaching of genetics in the classroom, and it became a great alternative for teaching-learning the subject. The use of digital games is even more recurrent in an increasingly digital society, being an excellent option to engage students in a fun and dynamic way in the learning process.