A Eficiência De Jogos Didáticos No Ensino Das Leis De Mendel: uma revisão bibliográfica

Abstract

This qualitative bibliographical study analyzed the effectiveness of educational games as a teaching strategy for Mendel's Laws in high school. The research sought to understand how these playful resources contribute to facilitating the learning of content related to Mendel's First and Second Laws, considering the complexity of genetic concepts and the challenges faced by teachers and students. Genetics, although highly relevant, is often considered difficult by students due to the abstract nature of the content and the requirement of prior knowledge in mathematics and cell biology. In this context, games emerge as an innovative methodological alternative, capable of promoting active, meaningful, and enjoyable learning. Data collection was conducted through searches on Google Scholar, using descriptors such as "educational games," "genetics teaching," and "Mendel's Laws." Inclusion and exclusion criteria were applied, resulting in the selection of seven studies published between 2020 and 2024. The analyzed works highlight the potential of educational games to make teaching and learning more interactive, promoting engagement, logical reasoning, and teamwork. The conclusion is that educational games, when used with pedagogical intent, represent an effective tool for sparking interest, overcoming conceptual difficulties, and fostering understanding of the principles of genetics.