Uso do dominó gênico como ferramenta auxiliar ao ensino-aprendizagem de genética no contexto do ensino médio

Abstract

This study aimed to evaluate the applicability of the game “genetic dominoes” as an auxiliary tool for the teaching and learning of genetics in the context of high school. This research had os its target audience students of the third year of high school at a Federal Education Institution located in Uruçuí-PI. Initially, the students were introduced to the research objectives, and participation was carried out by agreeing to a Free and Informed Consent Form (TCLE) for adults or a Term of Responsibility (TR) for those responsible for participating minors.Subsequently, the students were invited to answer the first questionnaire (Q1), which contained questions that sought to know perceptions related to the use of games and genetics, as well as entrance exam questions that sought to assess the students' prior knowledge. After the application of Q1, a theoretical class was held on the contents of complementary interaction and epistasis, followed by the use of gene dominoes by the participants. After the class and completion of the games with the genic domino, questionnaire two (Q2) was applied, containing the same questions applied in Q1 along with questions that sought the students' perception regarding the use of the proposed game. For data analysis, percentage comparisons of the participants' answers were performed, and for the entrance exam questions, statistical analysis was performed using the McNemar test. From the analyzes of the questionnaires, it was observed that the students expressed their approval for the use of the proposed game, and that this contributed directly with the teaching-learning process, proving to be an excellent teaching tool. Thus, we point out that the use of active methods proves to be valuable teaching tools, and that works with this perspective should be widely produced and disseminated in the school context