Utilização do jogo “Discutindo Relações” como ferramenta didática para o aprendizado da ecologia no Ensino Fundamental

Abstract

Ecology, a field of Biology dedicated to the study of interactions between living organisms and their environment, is often taught through conventional methods, with the teacher as the central figure and students assuming a more passive role. Given this, we emphasize the importance of innovative pedagogical strategies, such as gamification, to make the learning of ecological concepts more dynamic and engaging. In this context, this study aimed to evaluate the potential of the educational game "Discussing Relationships" as a didactic tool for teaching Ecology to seventh-grade students in Elementary School. With teacher mediation, a visit was made to the participating class to present the research objectives. At this time, students were invited to participate voluntarily. Since they were minors, each participant was asked to provide their guardians with the Informed Consent Form (ICF) and Responsibility Agreement (RA) for signature. After confirming participation, students completed an initial questionnaire, which included questions on ecological relationships and standardized test-based questions, designed to assess prior knowledge of the subject matter. The students were divided into two groups, each with 13 members. The game was applied once, with the materials placed on a central table arranged to separate the two groups. During gameplay, there was intense discussion among students and constant interaction with the teacher, who acted as a mediator—clarifying doubts and encouraging participants to justify their answers. Following this, a second questionnaire was administered to evaluate knowledge acquisition and perceptions after the lesson. The educational game "Discussing Relationships" proved to be an effective strategy for teaching Ecology, promoting engagement and meaningful learning. The results demonstrated an improved understanding of ecological concepts and heightened student interest. The playful approach fostered collaboration and active participation, strengthening the interaction between the students and the teacher. This study reinforces the importance of innovative methodologies that combine fun and education, highlighting the potential of didactic games to make learning more dynamic and motivating. Additionally, it suggests further research on the use of gamification in different knowledge areas