Metodologia ativa: jogo de tabuleiro como uma proposta didática como ferramenta no processo de ensino e aprendizagem de ciências

Abstract

The didactic game plays a crucial role in promoting teaching and learning, facilitating understanding of the content, encouraging group work and addressing topics such as Sexuality, considered taboo for students and teachers. Therefore, based on these premises, the general objective of this work was to analyze the potential advantages of the Active Methodology with the use of a board game, in the process of learning contraceptive methods and Sexually Transmitted Infections (STIs), in the engagement of students in Science classes for the 8th year of Elementary School at a Full-Time School in the city of Barbalha (Ce). Methodologically, the research is development and quasi-experimental, descriptive-exploratory, with a quantitative-qualitative approach and applied in nature. First, the game was designed, then it was validated by expert judges, through an online questionnaire and the calculation of the Content Validity Index (CVI), after which it was applied to students from one of the two 8th grade classes. . In the other class, students' learning and engagement with the traditional methodology was verified. The two classes carried out a pre-test and a post-test, but the class evaluation questionnaire was answered only by the class in which the game was used. In the analysis of quantitative data obtained by the pre-test and post-test, the inferential statistical method was used using the Graphpad Prism version 8.0 program, with the Shapiro-Wilk normality test and the Wilcoxon test, considering the level of significance of p<0.05. Qualitative results were obtained from content analysis in Bardin. It was verified with the application of pre-tests and post-tests in the classes with traditional teaching and with board games, that there was a statistically significant result in the comparison of the number of correct answers between the class with board games and the traditional teaching class. , and with the analysis of qualitative data, concluding, therefore, that classes with board games favor student engagement in a playful and attractive way, helping to understand the concepts, confirming the alternative research hypothesis. Thus, it can be stated that the construction, validation and application of the board game based on an active methodology was of great importance and effectiveness in the students' learning process, given that they positively changed their behavior in the classroom. class, becoming more attentive, sociable and motivated to study while having fun.