Biotecnétika : jogo integrador de conceitos emgenética

Abstract

When teaching Biological Sciences there is still a predominance of expositive lectures and a strategy to change this perspective has been the use of playfulness, as they awake interest and help the learning process. This work describes and verifies the game Biotecnetiks, as a tool to help the process of teaching and learning Genetics, subject considered one of the hardest in Biology, mainly due to its specific language. It has 26 cards called "theme" and 58 cards called "concept", and the game was put into practice to groups of 3rd year of High School in three schools of the public education system in a city of Paraná, Brazil. A questionnaire supplied indications of participants' opinion about the game, as well as a comparison between elaboration of conceptual maps made before and after the activity provided elements to evaluation. The questionnaires present 94% of positive answers concerning the use of the game and suggestions about its structure. The conceptual maps indicated 60% of evidence of Genetics learning, as well as 60% of students answered that the game helped the learning. The teachers that participated of the activity support the game, and highlight the possibility of using it in this configuration or even adapted to different classroom realities.