Uso de um jogo didático como metodologia ativa no ensino do conteúdo expressão gênica

• Ano de defesa: 2019
• Autor(a) principal: Sousa, Clistenes Klayton Leite de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Biologia Molecular; Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO); UFPB
• Palavras-chave em Português: Genética; Expressão gênica; Jogo didático; Aprendizagem significativa; Genetics; Gene expression; Didactic game; Meaningful learning; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/19019

Gene Expression encompasses a series of steps ranging from the synthesis of an RNA molecule, from a base sequence in the DNA molecule (gene), to the synthesis of a protein, from that RNA molecule (messenger RNA). Despite being the central dogma of biology, most high school students do not understand this process, being one of the main problems in apprehending other themes related to molecular genetics. Given this reality, many teachers have opted for pedagogical tools that help the cognitive process, such as didactic games, which can facilitate the understanding more actively and pleasantly, thus, an important strategy for the teaching and learning of abstract concepts. and complex. Thus, the present research aims to evaluate the contribution of the use of a didactic game not only in the apprehension of relevant concepts about gene expression, but also in the acquisition of competences and skills in the student's social formation. To conduct the research, a field study with a qualitative and quantitative approach of applied nature was carried out, using pretest, posttest and behavioral observations during the game application. 39 students from the third year of high school of a public school located in the 7th Regional Education Management -Itaporanga - Paraíba participated in the research. Initially, students answered a pre-test for probing previous knowledge. Then, the game and its rules were presented through a lecture, in which the content of the gene expression associated with the stages of the game was worked on. The application involved a dispute between the 39 students in a class who were divided into 18 pairs and a team with three students. The sequence of participation was predetermined in a draw, when each team had their time scheduled and in the end won the one that performed the transcription and translation steps in a shorter time, producing the polypeptide correctly. At the end of the game, a post-test and a questionnaire were applied to assess the degree of student satisfaction. In the next class, the systematization of the content was made, mainly addressing the mistakes made during the game and the questions made during the application. Analyzing the answers of the questionnaires, we consider the application of the activity to be positive in the cognitive aspect and in the development of important aspects in the student's formation, such as affection, socialization, motivation and creativity. This finding starts not only from the students' report that the game promoted moments of cooperation and empathy, but also from the results obtained in the pre-game test answers, in the pretest, where the average of hits, totaling the answer of all the questions of all students was 8%, and in the posttest 42%. At the end, a manual was produced with guidelines for the construction of the game of gene expression and its application, as well as an indication of the main concepts worked