Bioflash: jogo de tabuleiro para o ensino e aprendizagem de biodiversidade

Abstract

Although didactics has its origins in ancient civilizations, several traits from the time of its emergence remain active in teaching environments and need to evolve, such as passive learning, which consists of viewing the student as a mere deposit of information into which the teacher pours his knowledge. Since the emergence of ideas such as Piaget's Constructivist Theory and Ausubel's Theory of Meaningful Learning, it has become increasingly clear to educators the importance of students' leading role in the formation and acquisition of new knowledge. To assist in this process, active methodologies, such as Game-Based Learning, have been used as facilitators of Teaching and Learning. In this work, it will be presented how the development and use of an educational product (boardgame), named “Bioflash: discovering life in nature”, contributed to Biodiversity studies in 2nd Grade students at a High School in Full Time. The proposed methodology is Pedagogical Intervention, which consists of developing a practical solution to a problem in the school environment, in this case, difficulties in learning the content taught in the Biology discipline. The game has been in production since March 2023, and in October of the same year, it was applied with 22 student volunteers. After its execution, the students answered a questionnaire with 11 questions that aimed to investigate to what extent the game contributed to learning the content involved in the classroom. The research data were obtained according to Content Analysis (CA), which consists of reading and processing the answers to the applied questionnaire. After the analysis, it was possible to conclude that the game achieved many objectives, such as: reviewing the trained content; provide the construction of new information and knowledge; encourage students to study the biodiversity of living beings; and also, which has the potential to develop skills such as emotional intelligence, teamwork and logical reasoning. It was also possible to observe that all participating students believe that the game can bring considerable benefits, such as motivating them to study and participate more, and learn better about the content taught.