Diversificação metodológica como estratégia pedagógica para a aprendizagem da zoologia de invertebrados no Ensino Médio

Abstract

This study addresses the teaching of Zoology in high school, with an emphasis on invertebrate animals. It aimed to evaluate the use of a didactic game as a pedagogical tool to support the learning of content related to this group, applied to high school students. The research was characterized as both qualitative and quantitative, with an exploratory nature, and was conducted with students from the Federal Institute of Piauí, Uruçuí campus. Initially, a preliminary questionnaire (Q1) was administered to assess students’ prior knowledge on the topic. Subsequently, a laboratory class was conducted, during which students were able to observe samples of invertebrate animals, followed by the application of a didactic game consisting of cards with characteristics that had to be matched to images of the animals. Afterwards, a second questionnaire (Q2) was applied. A total of 23 students participated in the study, and the results showed an improvement in learning after the class and the use of the didactic game, as well as increased participation, interest, and motivation during the activities. It is concluded that the use of didactic models contributes to making classes more dynamic, interactive, and meaningful, thereby enhancing the teaching-learning process in invertebrate Zoology in high school