Biodiversidade em ação: ensino de ecologia através de um jogo didático de cartas no ensino médio

• Ano de defesa: 2022
• Autor(a) principal: D’Acri, Leonardo Salles
• Outros Autores: [e-mail]
• Orientador(a): Mendes, Amanda Cruz
• Banca de defesa: Rizzo, Alexandra Elaine , Ferreira Junior, Nelson
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Biologia, Mestrado Profissional em Rede Nacional (PROFBIO)
• Departamento: Centro Biomédico::Instituto de Biologia Roberto Alcantara Gomes
• País: Brasil
• Palavras-chave em Português: Biologia; Jogo ecológico; Ensino-aprendizagem; Ensino investigativo; Ensino Médio; Protagonismo do aluno; Ecologia.; Classificação biológica; Biologia (Segundo grau); Estudo e ensino; Biodiversidade; Ecologia (Segundo grau); Métodos de ensino
• Palavras-chave em Inglês: Biology; Ecological game; Teaching-learning; Active learning; High School; Student’s protagonism; Ecology; Biological Classification
• Área do conhecimento CNPq: CIENCIAS BIOLOGICAS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20973

The traditionalist heritage in education is strong in the teaching of Biology, and this contributes to the students' lack of interest in classes, especially when they are faced with the descriptive component of the discipline. The use of a playful component can help to increase students' interest, especially if they have been collaboratively involved since its construction. The present work aims at the collaborative production and application of a didactic card game in classes of the 3rd year of high school through investigative teaching and student protagonism. The card game addresses concepts of ecology, focusing on interactions between organisms, and secondarily in the binomial nomenclature. Biological concepts will be present in the cards, and for them to be used, the information must be read and understood, making the acquisition of knowledge in an intrinsic and constructive way, configuring a playful learning. Surveys were used before and after the application, in addition to the recording of observations by the main researcher of the research, who is a teacher of the classes, during the didactic activities. Through these instruments (surveys and participant-observation) it was possible to assess the degree of assimilation/understanding of concepts through the game, and the use of a game as a learning tool through triangulation, that is, mixed analysis of qualitative and quantitative data. According to the results obtained, the game proved to be an excellent tool for socialization, cooperation among students, and at the same time it was possible to notice a learning gain and appropriation of terms and concepts addressed in the game by the classes.