Metodologia ativa no ensino do sistema cardiovascular: uso de jogo como estratégia de aprendizagem.

Abstract

Currently the teaching of physiology in high school takes place in a fragmented and distant way from the student's reality. It is based only on the memorization of information contained in textbooks and lectures, which makes it difficult for students to learn human physiology. In the present work, we sought to verify the influence on the use of an active methodology, of the didactic game type, using a puzzle of the cardiovascular system for high school students from a public school in the municipality of Piumhi, MG. In addition, a socioeconomic survey of students was carried out. According to the experimental design, students were organized in groups with and without games, where the proposed activities were developed and evaluated in 2 moments: test and final evaluation. Analyzes of the data obtained with this study indicate that the use of the didactic game, as a tool for teaching the cardiovascular system, can improve the performance of students in the discipline of physiology. The study also indicates that students who carried out research, in addition to answering the test and carrying out the activity with the educational game closest to the final assessment, performed better in relation to the other group.