Ensino e aprendizagem da biologia evolutiva: uma sequência didática investigativa com a elaboração de jogos pedagógicos

Abstract

Biology education currently follows the profile of a content writer, where activities in the classroom have a high demand for memorization and an absence of interdisciplinarity. The elaboration of games by students in the classroom, which is still little used by teachers, can favor socialization and contribute to cognitive development. Aiming to improve the pedagogical practice, this work aimed to develop a teaching sequence that provides interactional and investigative pedagogical experiences, with the elaboration of pedagogical games by the students referring to evolutionary biology, in a state public school. The students came from two classes of the third year, totaling 66 students. The methodology used was action research. A questionnaire was applied to assess prior knowledge, and at the end it was applied in order to assess students in relation to the contribution of the teaching sequence in the process of conceptual change, together with the production of games in the teaching-learning process. As a result, nine sets of questions and answers were obtained, with themes that were explored in the sequence of investigative teaching. The construction of games by students provided the interpretation of the content in a playful way. Games as a pedagogical tool, assist the teacher in the task of teaching and students to work with imagination, creativity, reasoning and connection to the topic addressed. After the didactic sequence, the students presented a conceptual change related to the evolution and were protagonists in the construction of their knowledge through the elaboration of the pedagogical games allowing a greater understanding and approximation of the content.