A gamificação como ferramenta no processo de ensino e aprendizagem contemporâneo em aulas de Biologia no Ensino médio

Abstract

This research attempts to use gamification, a phenomenon that uses the mechanics and elements inherent in digital games in an external context from them, as a methodology for teaching biology in High School. Here are presented the means that allowed the development of gamification, as well as the identification of its elements and description of its effects in biology classes, which brought vertebrate animals as their main theme. Second year High School students were chosen and divided into two groups: one experimental and one controled. To develop the methodology with the experimental group was used a didactic sequence with gamified classes on vertebrate animals, which before a guiding narrative provided students with their involvement to accomplish and fulfill tasks and goals based on the proposal. To collect results, structured questionnaires were inserted to measure information regarding the perceptions on the characteristics of vertebrate animals in both groups and their representatives, and for the experimental group, questions related to the method used and impressions obtained about the applied teaching methodology. The results revealed that the use of gamification as a tool in Biology classes was very important. The subjects submitted to the gamified didactic sequence revealed to us, according to the information obtained from the questionnaires, that there was a considerable improvement regarding the characteristics and representations present in the vertebrate animal groups. The answers regarding the proposed methodology indicated that the students were satisfied and even excited about the process, suggesting that similar proposals in biology classes would be interesting. The study was acceptable, as long as it shared positive results in relation to the goals described, but there were inherent mishaps in the lack of school structure that may make it hard or even impossible to replicate in other units. On the other hand, it is possible to observe here a foundation that can inspire other researches in the same way and that make it possible to insert new methodologies that contribute to the improvement of education in its many fields. Thus, this paper has potential relevance to contribute to the teaching and learning processes, adding to a set of methodologies that are in tune with the contemporary world.