Anato em Ação: jogo didático para auxiliar o ensino e aprendizagem em anatomia humana

Abstract

It is clear that most elementary school students share the view that science is difficult and boring. This is due to a number of factors such as: the methodology used by the teacher, the language itself, which has complicated names, and the lack of resources available at the school. Within this content, we have Human Anatomy, which has many structures with peculiar nomenclature. For this reason, scholars in the area of education have been developing different methodologies that depart from the traditional pattern and place students at the center of the process, transforming them into active subjects. In this sense, the present research aimed to identify the effectiveness of didactic games, in association with the expository dialogued class, as an auxiliary tool in the teaching and learning process of contents related to Human Anatomy. For this, the methodology was divided into three stages: the application of the diagnostic questionnaire, identifying what the students learned from the system studied in the traditional way; the application of the didactic game “Anato em Ação” and the post-evaluation questionnaire to apprehend the effectiveness of the game and compare their learning with the traditional model. After carrying out the stages, the result was an increase in learning about the endocrine system and the active participation of students, obtaining positive feedback. It should be noted that the findings were relevant for educators to transform their view on the use of active methodologies, and for Science teachers to see didactic games as a teaching alternative, in order to assist in the teaching and learning process.