BIO EVOLUTION: BOARD GAME IN TEACHING EVOLUTION IN VIRTUAL CLASSES
DOI:
https://doi.org/10.31692/2595-2498.v5i1.203Keywords:
High School, Evolution, Didactic Game, Active Methodology, VirtualAbstract
This article presents the application of a board game in Biology classes in the 3rd year of high school during remote classes at the Federal Institute of Piauí - Teresina Central Campus. Within the context of the SARS-COV 2 pandemic, many schools have adopted the model of virtual classes. From this, many complications have emerged since 2020 and one of them is the way of teaching, in which, despite technological tools being used, the lack of contact and interactions affect the quality of teaching, therefore, it is necessary to use active methodologies that will motivate students and make learning more interesting and dynamic. In biology, some contents are transversal and timeless, as is the case of Biological Evolution, studied from elementary school to its more in-depth forms. Based on this need, the Bio Evolution board game was created with the objective of validating the use of active methodologies and analyzing the learning resulting from its execution in the Evolution contents. For this, three forms were prepared, the first containing questions related to the profile of students and specific to Evolution, which was applied before the educational game. The second questionnaire contains questions for evaluating the educational game and the methodology used, and also has specific questions on the content of Evolution taken from the Brazilian Biology Olympiad (OBB). And finally, the third form, which was a simulation, applied 5 days after the application of the game, containing five questions from OBB, for learning validation. From the analysis of the results, it was verified that the students demonstrated a significant learning of the main concepts of Biological Evolution and were very satisfied with the methodology. In conclusion, although some difficulties occur during the teaching-learning process, active methodologies are great incentives for the active participation of students and contribute to healthy relationships of competition and cooperation.
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Copyright (c) 2022 Ana Beatriz Araújo Dantas, Jeiza Diely S. Albuquerque Ferreira, Francisco de Assis Diniz Sobrinho (Autor)
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