Jogo de adedonha como estratégia para o estudo da evolução biológica no ensino fundamental anos finais

Abstract

In the Brazilian context, for many years, the teaching of Biological Evolution was only addressed in High School. The main factors justifying the difficulty in approaching the subject by teachers involve religious doctrines and the scarcity of didactic resources that could facilitate the teaching and learning process of the content. In this context, this research presents a game as a didactic tool to assist the teaching of Evolution in the final years of Elementary School. The research was conducted in a 9th-grade class at a Municipal school in the city of Corrente, PI. The application took place in three stages: administering a questionnaire to investigate students' prior conceptions, conducting the Stop game, and administering a post-play questionnaire. Through the analysis of the questionnaire responses to assess prior conceptions, we identified that students had difficulties in assimilating evolutionary mechanisms and that they consider Lamarck and Darwin as major references in the study of evolution. During team play, students demonstrated dedication, satisfaction, and good engagement; they were attentive to the activity and asked questions. In the post-play questionnaire, according to the responses given by the students, improvements in understanding of the content were observed. They reported that the ludic activity contributed positively to acquiring new knowledge and that the game captured their attention and interest in the class. In this context, the relevance of applying didactic strategies in Science classes is evident, as it promotes progress in the teaching-learning process.