Biologia no Ensino médio: uma proposta de ensino por meio da produção de games

• Ano de defesa: 2019
• Autor(a) principal: Silva, Marbyo José da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Mestrado Profissional em Ensino de Biologia em Rede Nacional; UFAL
• Palavras-chave em Português: Biologia (Ensino médio); Metodologia ativa (Metodologia de ensino); Pesquisa-ação; Informática e educação; Jogos no ensino de Biologia; Biology (High School); Active Methodology (Teaching Methodology); Action Research; Informatics and education; Games in Biology Teaching; CNPQ::CIENCIAS BIOLOGICAS
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6274

The use of Digital Information and Communication Technology (TDIC) in the classroom, with high school students, can be a tool that helps motivate these students and improve the teaching and learning process of different subjects. In this context, this work had as main objective to analyze the development of a game by high school students, as well as to analyze how their production contributed to a better perception of the physical and biological relationships found in Atlantic Forest and Caatinga Biomes. This work was developed from a perspective of the Active Methodology, in which the student acts as protagonist of the process and the teacher as mediator. The methodology used was exploratory, qualitative and the approach was that of action research. During the work, the students were offered a greater contact with the TDICs, besides facilitating and assisting in the teaching-learning process of subjects related to Biology, since the students will have possession of a tool that they are more familiar with. The execution of the present research also sought to offer a reflection about the necessity of the teachers to incorporate the TDIC in the context of the classroom in order to minimize some distances between the daily life of the student. Data collection was done throughout the process through photographs and field diary. In the analysis of the data a reflection was made on the game produced by the students, trying to identify the elements inherent to the content that the game should portray, as well as its level of complexity. The students were protagonists, learned new programs, created the name of the group and a logo and this gave a sense of belonging, they managed to reproduce in the game na event observed in the field class. It was observed that the construction of the game by the students allowed a greater interaction and collaboration between them, as well as the development of new skills such as summarizing, manipulating images and programming games.