Adaptação de aulas práticas de microbiologia para plataformas digitais: um instrumento adicional ao ensino prático

Abstract

Virtual laboratory (VL) games are alternative tools that alleviate problems related to face-to-face practices in microbiology disciplines, however, there is a market shortage of free and introductory alternatives to microbiology. Therefore, this work developed two games and evaluated their elements and possibilities of use for individual practice of content and use as an alternative teaching tool in the classroom. For preparation, three steps were followed: a) Delimitation of the target audience and choice of the games theme; b) Construction of games on the Scratch platform; c) Game evaluation, data collection and analysis. The construction was carried out in 4 stages: I) Theoretical review of the content of practical classes; II) Gameplay planning with quality elements for digital games; III) Programming of mechanics and audiovisual editing on the Scratch platform and IV) Improvement and fluidity tests. The evaluation was carried out in two days, the first with the presentation of the project and the games and the second with the application of a questionnaire with objective and descriptive questions. As a result, 2 VLs were produced on introductory microbiology topics: O preparo e esterilização de meios and O manuseio e inoculação de microrganismos. These games had 4 essential elements for digital games (representation, interaction, conflict and security) and contents such as the use of protection and safety equipment, preparation, solubilization, pH adjustment and culture media distribution, sterilization and use of autoclave, use of ovens, handling of loops, needles and microorganisms and inoculation of microorganisms. Regarding the quality of the elements added to the game, 59.2% to 88.9% of the opinions declare them as Excellent or Very good. The essential element of Conflict was the one that received the most regular evaluations (18.5%). No element received the most negative rating. All reported that the games met their expectations, 92.6% of the students think that the games reflect their experience in the practical part of the classes and wish that more practices were adapted. 96.3% have a positive view of games as alternative tools for practical classes. As a result, even needing adjustments such as those indicated in the Conflito criterion, the developed VL presented a very good structural base of content and mechanics, being promising for alternative use in the didactics of classes and in the use for individual practice, in addition to possibly helping teachers in institutions with few resources, enabling the diversification of classes, optimizing the use of time in the classroom and, for other levels of education, arousing the interest of young students, enabling new realities of experimentation.