Utilização do jogo “Linhas Biotecnológicas” como ferramenta didática para a discussão de conteúdos relacionados à Biotecnologia no ensino médio

Abstract

Despite the countless methodological possibilities, the discipline of Biology is still predominantly taught in a traditional way in basic education. There is a growing need to diversify methodological approaches, especially in content with a high level of complexity, abstraction or difficulty in understanding, such as biotechnology. In this way, the diversification of teaching strategies allows the teacher to recognize and respond to different learning styles, in addition to promoting the inclusion of students as active participants in the construction of their own knowledge. This work sought to evaluate the use of a game related to Biotechnology as a tool for discussing this content in the context of High School. This research is classified as descriptive, of a quantitative and qualitative nature and its target audience is students in the third year of high school at a Federal Education Institution located in Uruçuí, Piauí. The research objectives were presented to the students and an invitation to participate was made. The student only had his/her participation effected through the agreement granted through a Free and Informed Consent Form (ICF) for adults, and the Free and Informed Assent Form (TALE) intended for those responsible for the minor participants. After approval, participants completed questionnaire one (Q1), which contained questions to explore their perceptions about content related to biotechnology, as well as questions from Brazilian university entrance exams to assess students' prior knowledge on the topic. After applying Q1, a class was held on the main biotechnology topics, followed by the application of the didactic game "4 lines" on the topic covered. Then, questionnaire two (Q2) was applied, which included the same entrance exam questions present in Q1, in addition to questions that aimed to evaluate students' perception of the teaching tool used. For data analysis, percentage comparisons of participants' responses were made, and the entrance exam questions were statistically analyzed using the McNemar test. The results showed broad student approval of the teaching method used, showing that it had a positive impact on learning the content. Therefore, we highlight the importance of diversifying methodologies and incorporating more engaging and playful classes to promote meaningful learning and enrich the knowledge construction process