Construção e utilização de um jogo didático para o ensino-aprendizado de micologia no ensino médio

Abstract

When we analyze the teaching of biology in Brazil, historically the traditional teaching method is the model most used by teachers. However, this theoretical and highly expository approach has been the subject of discussion, and thus, new methods have been sought to overcome the problems encountered, with an alternative being the use of active teaching methodologies that act as tools to aid teaching and learning. Within this biology teaching issue, Mycology is worked on, a field of study focused on fungi, essential organisms for the environment and which are currently the focus for the development of new products, which, despite their extreme environmental and economic importance, suffer from the same problems as mentioned above, as well as other challenges. Therefore, the objective of this work was to evaluate the contributions of a didactic game about fungi for the construction and assimilation of the knowledge of the students of the 2nd year of High School, as well as to identify the difficulties that students face in relation to the subject. For this purpose, a qualitative and quantitative analysis was carried out, divided at first with the application of a questionnaire containing eight questions to probe the students' prior knowledge, and after the analysis, a content review class was given, followed by the application of the didactic game, and later an evaluative questionnaire with seven questions about the class taught and the game applied. As a result, it was observed that about 75% of the students considered the use of the game as a good ludic tool that generated interest and contributed to learning. Thus, it is clear that this game is a good playful tool that can work as an auxiliary tool in the teaching-learning process, capable of overcoming the problems faced by traditional teaching.