Sequência didática gamificada como estratégia para ensinar e aprender bioquímica no ensino médio

• Ano de defesa: 2023
• Autor(a) principal: Ketelin Monique Cavalheiro Kieling http://lattes.cnpq.br/6027905220591002
• Orientador(a): Roehrs, Rafael
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado em Educação em Ciências: Química da Vida e Saúde
• Departamento: Campus Uruguaiana
• País: Brasil
• Palavras-chave em Português: Metodologia de ensino; Teaching methodology; Curriculum; Contextualization; Contextualização; Currículo
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10543

Recent studies point to difficulties in the process of teaching and learning Biochemistry in High School (EM). These difficulties emerge from the lack of didactic resources, the disciplinary training of teachers, learning gaps and students' difficulty in abstracting. With the intention of creating alternatives to alleviate these difficulties, we seek to investigate the contributions of a Gamified Didactic Sequence (SDG) in the teaching of Biochemistry in EM. From this intentionality, we had as a research problem: How does a SDG contribute to the teaching and learning process of Biochemistry contents in EM? In the search for answers, the specific objectives were organized as follows: (1) identify the difficulties that Biology and Chemistry teachers face when teaching Biochemistry content in EM; (2) understand the students' understanding of the basic concepts of Biochemistry and its relationships with everyday life; (3) develop a SDG aimed at teaching Biochemistry content and (4) apply and evaluate the effectiveness of the Didactic Sequence developed in the investigated context. The methodological path adopted was Didactic Engineering, which is organized into four subsequent stages: Preliminary Analysis, Conception and Prior Analysis, Experimentation and Posterior Analysis, and Validation. The first stage allowed us to build the theoretical framework and analyze how Biochemistry appears in the Gaucho Curriculum Reference (RCG), as well as knowing the perceptions of teachers and students on the subject. Subsequently, based on the results of the first stage, the macrodidactic variables were analyzed, the order of knowledge and activities that could be developed was thought about, the microdidactic variables were traced and the hypotheses created, thus the SDG and the complementary didactic materials were elaborated. your application. In the experiment, the SDG was applied in two classes of the 2nd year of the EM of a school of the State Education Network, located in a peripheral region of the city of Uruguaiana (RS). The school was chosen for being a pilot in the implementation of the New EM and being the researcher's workplace. The intervention took place during the classes of the Biology and Chemistry curricular components, which, due to the new curriculum, are offered in just one weekly period. When considering the stages of the methodology, it can be concluded that there is a mismatch between what the RCG text says and practice in the classroom, since biochemical knowledge is not explicit in the text, there is a lack of investment in physical infrastructure in schools and there is no there is dialogue between professors with a view to promoting the proposed interdisciplinarity. With regard to students, we evidenced a gap in essential learning for the understanding of more complex subjects, when considering these gaps, the Didactic Sequence became extensive, due to the need to resume scientific concepts from previous years. During the experimentation, despite the apparent motivation of the students in the classes, a high rate of infrequency and lack of commitment to the delivery of the proposed activities was evidenced. Thus, it was not possible to apply the prepared SDG in its entirety, however, when analyzing the applied activities, its contribution to student learning was perceived and it was validated.