O uso do jogo CSI, simulando a análise de um crime para ensinar genética como ferramenta de ensino aplicada no contexto da Educação Básica

Abstract

Advances brought about by the frequent use of genetic engineering in biotechnological processes and its impact on human health and the economy have increasingly popularized diverse terms related to molecular biology. However, many times, lack of knowledge about these subjects by a portion of the population prevents them from discussing these important processes or even encourages the linking of false knowledge that can have a devastating impact on society. Therefore, this objective study evaluates the didactic sequence of unveiling crime as a tool for the discussion of molecular biology content in high school. For this, a research classified as descriptive of a quali-quantitative nature was carried out, having as target audience high school students of an educational institution located in Uruçuí, Piauí. All participants were informed about the objectives of the research, but participation occurred only by agreeing to a Term of Free and Informed Consent (TCLE) for adults or to a Term of Responsibility (TR) signed by those responsible for the smallest participants. For data collection, the students answered spoken one (Q1), which had perception questions related to the use of games and content related to genetic engineering, as well as college entrance exam questions related to the theme. Soon after, the application of the game “CSI, simulating the analysis of a crime to teach genetics” took place, where molecular biology themes were worked on in a dynamic and interactive way. At the end of the class, the students answered experiment two (Q2) with the same questions from the entrance exams of Q1, adding three questions about their perception of the students in relation to the activity carried out. For data analysis, percentage comparisons were performed, and for the entrance exam questions, the McNemar test was used with established significance and five percent. The results showed massive approval by the students for the game used and that it directly contributed to their learning, thus proving to be an excellent teaching and learning tool. In this way, we point out that didactic innovation must always accompany scientific advances, and that both must be part of the school routine of basic education students, in a perspective of forming aware, reflective citizens who are concerned about issues inherent to the society in which they live