Desenvolvimento do jogo discutindo relações como ferramenta didática para o ensino da ecologia na Educação básica

Abstract

Ecology is an area of biology whose object of study is the relationship between living beings and the environment. Despite being a very dynamic content, it is still mostly covered in a traditional scenario, in which the teacher is the center of the process and the student is a mere receiver. In this sense, we point out that methodological diversification in the school environment is fundamental, such as the use of gamification to discuss content in ecology. Therefore, this study proposes the development of a didactic game called “discussing relationships”, aimed at teaching the content “ecological relationships” with potential application in basic education. To achieve the proposed objective, a board game related to the content of ecological relations was created. To create the game, the Canva platform was used, on which a board with 40 squares was produced along with 30 cards. Up to six players play simultaneously using six pawns and one dice. The squares on the board are numbered from one to 40, 30 of which are equivalent to the cards made, and 10 squares are related to the participant’s luck, allowing the player to advance or retreat according to the square reached. The cards contain images of 15 types of diverse ecological relationships: isomorphic and heteromorphic society, isomorphic and heteromorphic colony, intraspecific and interspecific competition, predation, cannibalism, inquilinism, protocooperation, mutualism, commensalism, herbivory, parasitism, and amensalism. Given the positive impacts widely reported in the literature related to the use of games in the school environment, as well as the visual and conceptual quality associated with the work produced, we emphasize that this educational product has high educational potential and quality, mainly by reinforcing important concepts in ecology and allowing students to socialize and be protagonists of their own learning