Utilização de jogos no processo ensino-aprendizagem da parasitologia: relato de experiência no ensino médio

• Autor(a) principal: Sousa, Carlos Leandro Pontes de
• 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/67412
• topic: Ensino tradicional; Ensino-aprendizagem; Metodologias ativas; Jogos didáticos; Parasitologia

Historically, traditional teaching has been the most used as a didactic s trategy during the teaching learning process. However, the lectures do not present such satisfactory results, since they are based on a method in which only the teacher has the knowledge. Thus, as a way of circumventing and/or solving the problems encounte red in traditional teaching, there are active methodologies, which act as auxiliary tools in this teaching learning process. As an examp le of these methodologies, there are games, which are playful tools that enhance the exploration and construction of kno wledge, as they rely on internal motivation, and can be quite useful in the teaching and learning of Parasitology. For this reason, the present study aimed to analyze the experience of using a didactic game as an auxiliary tool in the teaching learning pro cess of Parasitology in a 3rd year high school class. For that, a qualitative quantitative analysis of the experience report type was ca rried out, in two weeks: first week teaching of expository classes on Parasitology and application of a questionnaire, entitled after class questionnaire; and second week application of the game, the questionnaire, entitled post game questionnaire, and another evaluative questionnaire about this playful tool. As a result, it was observed that 40,00% of the questions had a better result after the game’s realization, in addition, 51,72% of the students increased their grades in the post game questionnaire and there was an increase in the number of students who were in the average ( 6 points), in post game. However, 40,00% of the questions had a worse result after the game was played, while in 20,00% of the questions there was no difference in the results obtained in the two methodologies analyzed. Finally, it was found that most students considered that the game provided a satisfactory fixation of the Parasitology content (74,07%), considered the game excellent (41,38%), and affirmed that this playful tool should also be used by teachers of other disciplines (93,10%). Given the above, it is suggested that didactic games can work very well as an auxiliary tool in the teaching learning process and should be encouraged in the school environment as a viable str ategy capable of complementing the gaps left by traditional teaching.