Estratégia de didática para o ensino: a ludicidade no ensino de ciências naturais

Abstract

Explaining some types of science teaching content for elementary school teaching such as the prokaryotic and eukaryotic cells requires caution at the time of explanation, so students need to understand what is the difference from one cell to another. Thus, the present work focused on developing didactic resources to dynamically collaborate in students 'learning, after which, through elaborate research, the objective of this work was to use playfulness as a motivating resource in students' learning. With this, a pre-questionnaire was elaborated to assess the previous knowledge of students of 7th grade C of the Municipal School Professor Nilce Avilar in the discipline Natural Sciences. After obtaining the necessary information, two classes were given to the class, a theoretical class (without the use of the playful) and a practice (with the use of the playful) to compare at the end of the application of the activities. The resources used would make it easier for students to learn content in science education. The result of the first theoretical class whose theme mentioned above was only 16% of hits compared to the second and last class with the playful application which was 74% of hits. With these results, the objectives were successfully achieved, it can be stated that the didactic strategies taught in the discipline of natural sciences contributed in a dynamic way to students' learning.