A Trilha Botânica: jogo pedagógico como recurso didático na aprendizagem de botânica no 1º ano do ensino médio

Abstract

Knowledge of Botany is of great relevance due to the importance of plants in maintaining life. However, most of the time, teaching is focused primarily on conceptual content, making collaboration and interaction between students and teachers impossible. With these adverse situations for teaching Botany in education, it is necessary to create strategies so that its teaching becomes enjoyable in a motivating and meaningful context, an aspect in which returns can be discovered when relating the Teaching of Botany with didactic games. Thus, this research aimed to investigate the contributions of the didactic game <Trilha Botânica=, as a pedagogical tool for learning Botany concepts in the 1st year of High School. The present research had as theoretical support the works, mainly, of Vygotsky (1968), Piaget (1975) and Lima (2019). The methodology used was applied participatory research, of the pedagogical intervention type, with a qualitative approach. With this, a didactic board game was created with questions and answers about Botany content called Botany Trail. The game was used by 1st year high school students at a state public school, in Pedro Segundo-PI. Data collection was carried out through participant observation through the field diary, application of questionnaires before and after the intervention with the game, in addition to photographic records. The analysis of the collected data was carried out through a descriptive and graphic diagnosis of the contents of the questionnaire responses grouped into categories following the same sequence of specific objectives. Regarding the use of the Trilha Botânica game in the classroom, it was observed that practice with the game produced a pleasant teaching-learning environment, observed through involvement, competitiveness, autonomy and debates between team members. According to the qualitative questionnaires, the students classified the game as interesting, considering that it helped to make the class more attractive, in addition to helping to assimilate the Botany content in a dynamic way and also helping to change the class routine. The analysis of the diagnosis of students' learning in Botany before and after the game allowed us to verify that the students assimilated the concepts with the playful activity developed with the game, it was verified that the students' knowledge increased after using the game. These results contributed to the development of the educational product with the purpose of guiding Biology teachers to reproduce and use the game with their students in the classroom, in order to complement the teachers' pedagogical practice. From the research carried out, it is concluded that the game, in the reality in which it was applied, proved to be an educational instrument that can assist teaching-learning, considering that its use allowed the process of assimilation of concepts to occur, facilitating so learning.