Desenvolvimento de software de jogo educativo a partir de oficinas investigativas: uma proposta articulada e interativa para a aprendizagem de conceitos de genética clássica

Abstract

The learning of genetics in secondary education has been one of the most challenges in teaching Biology. The progress in science and technological development are every day closer to teachers and students, bringing conceptual challenges to the classroom reality. This scenary has provided pedagogical intervention that allows participation, motivation and interactivity among students and teachers but also, mainly, the significant appropriation of knowledge. Taking this reality in consideration, the aim of this research was to develop a software of an educational game to collaborate in the teaching of basic concepts of genetics in an interactive way, connected to the didacticanalogical model as a previous organizer of learning facilitation in a public school in the state of Pernambuco. First, they were applied two pedagogical workshops, one with multiple choice investigative scripts and a chromosome model built with recycled material, both aiming to work with genetics basic concepts. After analyzing the results of the workshops it has been created a software using the Construct 2 plataform in order to explore the concepts covered in a playful and dynamic way. The students perception of the software was evaluated by an appropriate instrument. The workshop 1 dealt with basic genetics concepts and it was applied with 304 secondary education students of 2nd and 3rd years 8 different groups and the achievement analysis showed an average of 80% correct answers in both groups. The workshop 2 that broached the chromosomal theory of heredity was applied with 155 students of the 2nd year groups and showed an achievement of 77%. The game was developed from the analysis of the identified conceptual difficulties and it involved the students active participation in the choice of characters, interface, steps and ways of showing the concepts. The game was applied in students groups and the evaluation allowed to identify that its application provides a different and pleasurable didactic experience, besides facilitating the understanding of genetics basic concepts, however it needs adjustments mainly in relation to the game interface and narrative. From the obtained results we identified that the use of the recycled chromosomes as didactic resource instruments in investigative workshops was an excellent pedagogical strategy to apply the concepts of Mendelian genetics and cell division. The process of building and applying a software of an educational game led students to understand the concepts in a dynamic and fun way. The results of this research suggests that the teaching of genetics allied with interactive practices promotes a better learning income and causes more interest in classes and content learning.