O jogo didático como recurso para o ensino de Fisiologia Humana: sistema digestório, é jogando que se aprende

• Autor(a) principal: Borges, Alessandra da Silva Alves
• Data de Publicação: 2019
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20556
• topic: Didactic resources; Biology Teaching; Basic Education; Human Body; Recursos didáticos; Ensino de Biologia; Educação Básica; Corpo Humano; Aparelho disgestivo; Sistema digestório; Ciências; Estudo e ensino; Práticas pedagógicas; Material didático; Biologia (Ensino médio); Estudo e Ensino; CIENCIAS BIOLOGICAS

The use of didactic games as a tool that provides a playful and motivating environment, has been approached by several authors who point out that the games have great potential to awaken the students ' interest in the content, especially when the Students are challenged and have the possibility to participate actively as pieces of the game. Therefore, this work had as main objective, the elaboration of a board game in the form of a trail to be applied in the final stage of a didactic sequence that addressed the contents of the digestive system and nutrition, and to evaluate the use of this didactic resource through its application in the classes of module IV of the new education of youth and adults – NEJA, of the state of Rio de Janeiro. The didactic sequence consisted of classes consisting of: 1) research on food using supermarket inserts; 2) collective snack for analysis of food packaging labels; 3) lecture on the digestive system, its organs and functions; 4) Handmade burger to address the performance of organs in digestion and 5) didactic game: the food Trail. After application of the game, the students answered a questionnaire where they could express their opinion about the game. With the analysis of the answers, it was possible to observe that the majority of the students classified the game as having been great and showed great satisfaction and enthusiasm for the class experienced, stating that the tool used would have contributed to the learning. Thus, it is concluded that the use of the didactic game in high school, NEJA modality, can be used as a motivating, playful, entertaining, facilitator of learning and interaction between students and teacher, as well as an ally to awaken the Student's interest in biology classes.