PROTEIN SYNTHESIS GAME

• Autor(a) principal: Carvalho, J.C.Q.
• Data de Publicação: 2004
• Outros Autores: Miranda, E.M., da Silva, C.C.P., David, V. A., de Souza, T. E. L., Kleine, P., de Almeida, L. B., Abel, L. D. S.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Bioquímica
• Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/147
• topic: PROTEIN SYNTHESIS, GAME

The theoretical explanation of biological concepts, associated with the use of teaching games andmodels, intensify the comprehension and increase students interest, stimulating them to participateactively on the teaching-learning process. The sta of dissemination from Centro de BiotecnologiaMolecular Estrutural (CBME), in partnership with the Centro de Divulgac~ao Cientca e Cultural(CDCC), presents, in this work, a new educational resource denoted: Protein Synthesis Game. Theapproach of the game involves the cytological aspects of protein synthesis, directed to high schoolstudents. Students are presented to day-by-day facts related to the function of a given protein in thehuman body. Such task leads players to the goal of solving out a problem through synthesizing aspecied protein. The game comprises: (1) a board illustrated with the transversal section of animalcell, with its main structures and organelles and sequences of hypothetical genes; (2) cards with thedescription of steps and other structures required for protein synthesis in eukaryotic cells; (3) piecesrepresenting nucleotides, polynucleotides, ribosome, amino acids, and polypeptide chains. In order toplay the game, students take cards that sequentially permit them to acquire the necessary pieces forproduction of the protein described in each objective. Players must move the pieces on the board andsimulate the steps of protein synthesis. The dynamic of the game allows students to easily comprehendprocesses of transcription and translation. This game was presented to dierent groups of high schoolteachers and students. Their judgments have been heard and indicated points to be improved, whichhelped us with the game development. Furthermore, the opinions colleted were always favorable forthe application of this game as a teaching resource in classrooms.