Metodologias ativas: jogo didático como estratégia de ensino e aprendizagem de genética no ensino médio

Abstract

Teaching genetics in high school presents significant challenges, especially due to the complexity of the concepts involved and the scientific terminology that often hinders the assimilation of content. Genetics, the science that explains the transmission of hereditary characteristics, is fundamental to understanding aspects ranging from similarities between family members to modern applications in biotechnology and medicine. However, the abstraction of molecular processes and the need for prior knowledge in related areas make learning complex for students. In this context, the adoption of active methodologies that promote meaningful learning and bring the content closer to the students' reality becomes essential. To meet this need, this study aimed to evaluate the implementation of an active methodology for the teaching and learning process about genetics using educational games for 3rd-year high school students. The research was conducted at the Dom Gino Malvestio State School in Parintins-AM, with 24 3rd-year high school students. The approach was qualitative, and the data collection instruments included an initial questionnaire, two theoretical classes, the creation of mind maps, the application of the educational game "Mendelian Trail," and a final questionnaire. The initial questionnaire allowed for the identification of students' prior knowledge about genetics, revealing basic notions about DNA, chromosomes, genes, dominant and recessive alleles, as well as associations with genetic diseases and the functioning of the human body. The theoretical classes addressed fundamental concepts and Mendel's First Law using didactic resources such as slides, historical contextualization, and the Punnett Square. The production of mind maps by the students enabled the systematization of the content and highlighted different ways of appropriating scientific concepts, in accordance with Ausubel's theory of meaningful learning. The educational game "Mendelian Trail," designed as a board game, was used as a playful strategy to review and consolidate the content covered. The game promoted motivation, engagement, cooperation, and healthy competition, making the learning process attractive and participatory. Student feedback confirmed that the game facilitated understanding of the content and sparked greater interest in the study of genetics. The results showed that the proposed objectives were fully achieved. The educational game demonstrated effectiveness in improving the teaching and learning process, while the mind maps reinforced the occurrence of progressive differentiation and integrative reconciliation, central elements of meaningful learning. Furthermore, students related the content to the applicability of genetics in different contexts, broadening their understanding beyond the school environment. In conclusion, the use of educational games, combined with other pedagogical strategies, constitutes an innovative and complementary practice to teaching methodologies, capable of making the teaching of genetics dynamic, meaningful, and engaging. Experience confirms that active methodologies, such as the use of playful resources, favor not only the assimilation of content, but also the development of scientific curiosity and student motivation, contributing to the critical and participatory education of high school students.