Uma sequência didática com a proposta de construção de jogos digitais em genética fundamenta na Teoria da Aprendizagem Significativa

Abstract

This paper addresses the need to rethink pedagogical practices for the teaching of genetics, especially for the subunit blood systems. The objective of this research is to analyze the contributions of the construction of digital games for the assimilation of concepts in the genetics of blood systems. For this, a didactic sequence was elaborated and used using as theoretical and methodological reference the assumptions of the Meaningful Learning Theory (TAS) of David Ausubel. The investigation took place through an intervention with innovative pedagogical practices in the classroom, applied with students of the 3rd year of the course integrated to the Digital Games Programming high school of a state public school in Mato Grosso do Sul. The relevance of the research is justified due to the interface in this specific field of study of the students of that school, which provided, in this course, a product capable of effectively combining the knowledge of the common base and the technical base. he methodological aspects involved the investigation of the previous knowledge (subsumers) through a pretest, the use of a questionnaire for analysis of post-intervention knowledge (posttest) and the construction of initial and final concept maps for the assessment of learning. as tools for data collection and analysis, based on TAS. The results allow pointing out that the theme articulated to the students' context, through the intervention proposal, provided conceptual evolution in the contents about the blood systems. Taking into account the methodology used to investigate this knowledge, it is concluded that this contribution was significant for learning genetics.