Interações verbais estimuladas pelo jogo e a aprendizagem de conceitos paleontológicos

Abstract

This paper aimed to analyze the teaching-learning process mediated by the didactic game “The life in Layers”, through the verbal interaction established by students from the undergraduate course in Biological Sciences of the State University of Roraima. The approach was qualitative and the conversations developed during the game were registered in audio recorder. These conversations were organized and classified in the categories of “learning conversations”, which are: strategic, emotional, perceptual, conceptual, and connective. The results allowed verifying a high number of strategic conversations, and a low number about connectives and conceptual conversations. The prevalence of strategic conversation shows that, through the game, the teacher can work the interpretation of statements of problem situations, as well as the understanding of technical terms of Paleontology, and Geology. The results also indicate that students are in a primary stage of application of concepts, suggesting the need to work new problem situations to stimulate the practical application of theory. In other realities, verbal interactions may occur with other frequency, highlighting the potential that the game has to show the stage of conceptual learning the students are, and to encourage the application and learning of these concepts. Keywords: Didatic game. Teaching-Learning; Learning Conversations. Teaching of Palaeonotology and Geology.