Mitose e meiose: estratégia lúdica para o ensino da divisão celular

Abstract

The teaching of Biology demands from the teacher and from the students a capacity that becomes inherent to this area of knowledge, with countless new terms, with difficult pronunciations and writing that differ from the language commonly used in everyday life. Among the more abstract contents in Biology are the processes of cell division, mitosis and meiosis. The objective of this work was to analyze evidence of the learning of students in the 1st year of high school about the content of cell division, in order to instigate curiosity and expand the knowledge of participants in the process. The target audience were students from a class of the 1st year of High School at the Escola de Referência em Ensino Médio (EREM) of Jatobá, located in the City of Petrolândia - PE. Regarding the structure of the text for the dissertation, this work was arranged in the form of seven chapters, namely, the Introduction, the Theoretical Foundation, Systematic Literature Review, Methodological Procedures of the research, Technological Technical Product (PTT), Results and Discussions and the Final Considerations. For the development of this research, the planning was carried out according to the project sent to Plataforma Brasil, approved under process no. 48691621.0.0000.5013 and opinion no. 5,069,415. The research method used was of the qualitative type and the approach of the pedagogical intervention type. The pedagogical intervention consisted of 8 classes, developed in 4 weeks, in 2 weekly sequential classes, of fifty minutes each. The data collection instrument were 2 questionnaires, pre-activities and post-activities. The activities and application of the book-game were carried out with 32 students. Of these, 16 were selected using the diversity and saturation method. Data were organized into categories using charts and tables. The result of this work pointed to a positive evaluation for the use of the ludic tool, the gamebook and other didactic models used in the pedagogical intervention (plates of the processes of mitosis and meiosis and conceptual map), since it contributed significantly to learning. of students in cell division content, in addition, didactic games in the classroom can complement theoretical classes, review content and teach in a fun way, encouraging students to learn the subjects and get out of abstraction.