O uso de modelos baseados em agentes como atividade complementar à dinâmica presencial no ensino de ecologia e relações alimentares

• Autor(a) principal: Pereira, Rafael Peres Ferreira
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/216838
• topic: Educação; Lúdico; NetLogo; Ecologia; Relações Alimentares; Jogos no ensino de biologia

The teaching of biology is fundamental for the basic formation of the population by raising awareness and instructing individuals about biological processes, their importance to the planet and the role of humanity in it. Due to the great complexities of the study of life, expository methods may not be efficient in the construction of knowledge. In this context, tools and strategies that encourage participation, reflection, a sense of belonging and a feeling that knowledge is practical and relevant to everyday life are essential. A playful activity that dialogues with the student's reality and motivates participation is the game “Predador-presa Onça, Capivara, Grama”, a face-to-face dynamic that explores the food relationships of carnivores, herbivores and plants. This work presents an agent-based model that, through an interface with great visual appeal, simulates the dynamics of the game “Predador-presa Onça, Capivara, Grama”. The simulations are implemented using the NetLogo software, and the agents represent the jaguars, capybaras and grasses, with the simulated animals moving, consuming and eventually dying. The model, based on the Wolf-Sheep-predation program, is described using the ODD protocol (Overview, Design concepts, and Details). The model developed in this work brings the possibility of complementing the face-to-face dynamics of their counterpart, allowing students to explore parameters and simulations not allowed in face-to-face mode. The advancement in the understanding and use of agent-based models as a didactic tool has a lot to offer to biology teaching: they are dynamic and resemble digital games that are closer to the reality of current students than face-to-face dynamics, especially in periods of pandemic and social isolation, in which remote activities are highlighted.