Fermentação e respiração celular em jogo: o lúdico como estratégia motivadora na mediação de significados

Abstract

The learning of fermentation and cellular respiration themes are fundamental for the understanding of the living organism as a whole, however the study of biochemical processes has aroused little interest from the students, being sometimes considered as difficult concepts. These difficulties in current education reveal new demands of contemporary society and the need to review applied pedagogical practices. On the other hand, research has revealed that the introduction of playful tools in education favors greater student engagement in the teaching-learning process. In view of this, the present research had as main focus to investigate the didactic role of the game, in order to identify how it proactively inserts the student in the educational process, from the approach of the subjects fermentation and cellular respiration. To this end, the developed material, a board game entitled “Let's Run?” Consisting of illustrations and questions, seeking to take a contextualized and systemic approach to the above concepts, was applied in a first year high school class. The results were obtained through direct observation and the answers given by the students to the questionnaires. Data analysis revealed that the game created an environment conducive to active participation, as it attracted the learner's attention and interest, encouraging him to reflect on the issues and problems that arose, motivating him to make efforts to achieve the proposed objectives; fostered the exchange of knowledge among students through interactions that were established all the time; and, according to the students, facilitated the rapprochement between them and the subjects addressed, a fact that evidenced the importance of the teacher's mediating role.