Jogos recursos didáticos como recurso pedagógico no ensino de biologia

Abstract

Aiming to understand the influence of didactic games as a pedagogical resource at Biology teaching, this study addresses the use of educational games as a pedagogical resource in the teaching of Biology and the contributions of this resource for students, as well as verifying the insertion of didactic games in the teaching practice. Faced with the challenges and limitations encountered by Biology teachers in high school, they feel the need to complement their practice to overcome the limitations of students when faced with very scientific terms and full of concepts characteristic of the discipline. Its insertion in the classroom will depend on the organization employed by the teacher and the objectives that the teacher intends to achieve with this resource. Through observations and with the use of the structured interview, it was possible to analyze the opinions about the use of didactic games according to the view of high school students and the teacher responsible for the discipline. The data obtained served to understand how the use of this resource in the pedagogical practice of Biology contributes to a satisfactory learning, complementing the explanation of the teacher, filling in the gaps found by this professional in relation to the students' learning, offering them motivating situations and moments of learning. interaction, a result that meets the theoretical framework that underlies this research.