Jogo didático como estratégia para o ensino de fisiologia vegetal no ensino médio

Abstract

There are several discussions in the literature about the learning difficulties of botany subjects by the students. The teaching of Plant Physiology, a subarea of Botany, depends on basic subjects such as biochemistry and structural botany for the optimization of learning. The methodological approach is one of the key points in the teaching process. Therefore, this research will present the didactic game as a pedagogical strategy that the teacher can incorporate into his/her practice in order to facilitate the teaching-learning process of the students. The objective of this work was to assess whether didactic games, constructed from the student’s protagonism and investigation, can be used as a pedagogical strategy that awakens the students' interest in the subject of Plant Physiology. The research took place in José Correia da Silva Titara State School, in the municipality of Maceió, Alagoas, in the four classes of the second-year of high school. In order to achieve this goal, each class was responsible for the production of a didactic game: class A was responsible for setting up a pedagogical-didactic game along the lines of UNO; class B was responsible for the production of a pedagogical-didactic game along the lines of the Ecological Trail; class C built a pedagogical-didactic game along the lines of Bingo and class D was responsible for the production of a pedagogical-didactic game along the lines of Ludo. After analyzing the data from the questionnaires applied to the students in the classroom, it was highly evident that the didactic game engaged and motivated the students during the pedagogical activity and aided in the construction of scientific knowledge for the teaching of plant hormones. Besides that, it contributed to encourage diverse pedagogica l practices by the Biology teacher with regard to teaching methodologies. In this context, it was found that the playful practice of didactic games contributed to the expansion of the students' interest in the theme under study, a fact that allowed a better understanding of the subject. This process as a whole enhances the intellectual autonomy of the students as well as it impacts the autonomy of the teacher, as the holder of pedagogical knowledge. It causes teachers to rethink their practice by using an investigative approach using the didactic game as a pedagogical tool.