Utilização de jogos didáticos no processo de ensino-aprendizagem em biologia

Abstract

The aim of the study was to evaluate the contribution of using didactic games in the teaching-learning process in Biology of senior high school students’ through GPA average, considered as the only quantitative method used in the public system. The game was the tool chosen considering its importance as a methodological tool that enables more social interaction, awakens the creativity and potentiates logical reasoning. This study was done through a Brazilian teaching program called PIBID in public high school in Manaus, Amazonas. Didactic games were used after theoretical content, in which, for the first bimester, no game was used, and in the second and third bimesters, the games were applied. At the end of school year, the GPA average was compared between senior classes and it was possible to observe improvement in Biology grades. The students were also asked to answer a questionnaire about the contents throughout the year and improvements in their answers; the willingness to participate and externalize their ideas as well as accomplishing the objective of each game was shown. The use of didactic games along with theoretical classes contributed to improvement of the teaching-learning process in Biology. Keywords: Didactic games. Teaching-learning. High School. Biology.