Jogos didáticos para o ensino de botânica : uma proposta para favorecer a aprendizagem significativa

Abstract

One of the challenges of education is the promotion of learning that is meaningfulr for students. And this learning will depend in part on the teaching methodologies adopted by educators. The methodological processes traditionally used in teaching science and biology include the lack of link between teaching content and reality of students. In this context, also inserts the teaching of Botany specific area of biology, which has large contents, which are traditionally addressed contents concerning the morphology, physiology and reproduction of algae, fungi and plants. There are several methodologies to further education lecture, and among them are the educational games. Used as collateral by the teacher, the games can contribute to learning, clarify concepts, enhance content acquisition, articulate the social interaction among students, working imagination, and especially cooperation. Thus, the educational game can be used as learning promoter in school practices, allowing the approach of students to scientific knowledge. From this perspective, it aimed to develop educational games as a teaching methodology of botanical contents for high school, and to evaluate the application of these games among high school students. Three games related to the botany of content covered in the high school curriculum were developed. The games were called "Botanical tray", "Domino Plant Morphology" and "Carpoteca". The board, the images of dominoes and cards were prepared with the help of Microsoft Power Point program, printed banner (Tray Botanical) or adhesive paper and pasted on wooden rectangles (Domino). To the game "Carpoteca?" Fruits of native plants of the Cerradowere collected, dried in an oven, identified and stored in properly labeled containers. Paper cards with the tips of the plants were made. The Board Botanic game was applied to a group of the second high school grade of a state school public school system in the city of Anapolis, GO. A priori, the students had not started the study of botany and we take the time to apply the game and check prior knowledge of the students and at the same time insert the new content of the semester. The game was well received by the students evaluated positively, demonstrating a good understanding of the rules and interest in the content. We conclude that the didactic games for the botanical education can contribute positively to the teaching-learning process, though still scarce and used by teachers.