Gamificação como estratégia de motivação no ensino de biologia

• Autor(a) principal: Palmeira, Paula Roberta Arruda
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/69839
• topic: Metodologias ativas; Gamificação; Ensino de Biologia

The lack of motivation, lack of focus and disinterest of students are major challenges faced by educators in Brazilian classrooms, especially in public schools. The disconnection between the contents covered and the daily life of students, associated with teaching-learning processes that are massively expository and repetitive, ends up worsening this context and contributing to high rates of failure and school dropout. In an attempt to remedy these gaps, active methodologies have emerged, which seek to promote students' protagonism in relation to the teaching-learning process. Among them, gamification. Thus, this work aimed to analyze an experience of application of gamification in the teaching and learning processes in three high school classes of a state public school, in addition to comparing the rates of participation of classes in gamified activities and traditional (non-gamified) activities carried out in the classroom. The pedagogical activities used were planned, developed and applied during the supervised internships of High School, between the months of September and November 2022. The contents addressed were Tissues of the human body; Human body systems; chordates; and Introduction to Genetics. The gamified activities carried out with the help of TDICs were carried out through the Kahoot! application. The participation and performance data that are recorded in the application will be compared with the participation data of traditional and gamified activities carried out without the use of TDICs; in order to be discussed. During the experiment, a greater interest of students in classes and an improvement in participation rates in gamified activities compared to traditional ones was observed. Thus, the proposed proposal met the expected expectations with regard to involvement with the contents and activities developed and the motivation of students in the classroom.