Jogos didáticos no ensino de ciências: concepções de professores em formação inicial e alunos do ensino fundamental
School education has been marked by the accumulation of fragmented, decontextualized information, transmitted as ready and finished scientific truths. The didactic games favor the interaction, coexistence, affection and learning construction, combining the playful with the daily, the construction of...
| Autor principal: | Zucareli, Cristiane Aparecida |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/15638 |
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| Resumo: |
School education has been marked by the accumulation of fragmented, decontextualized information, transmitted as ready and finished scientific truths. The didactic games favor the interaction, coexistence, affection and learning construction, combining the playful with the daily, the construction of concepts, the problem solving and the interaction and socialization between students. Given these prerogatives, this paper aims to investigate the conceptions of undergraduate students of the Biological Sciences course of the Federal Technological University of Paraná (UTFPR) Santa Helena campus (teachers in initial education) and middle school students in relation to the limits and possibilities of the use of didactic games in the process of teaching and learning of Sciences. In order to obtain the data, two questionnaires were prepared containing optional and dissertative questions, addressed to students of Basic Education, from two different public schools in the region of Santa Helena / Paraná and teachers in Initial Formation (graduates of the Biological Sciences course at UTFPR) - Santa Helena Campus. The data were qualitatively analyzed according to the theoretical and methodological assumptions of the Content Analysis, 22 students from School 01 and 23 students from School 02 and 12 teachers in Initial Formation participated in the study. All students investigated at School 02 stated that they believe that educational games can improve school performance, while at School 01, this statement is given by 86% of students. We realize that students prefer moments involving interaction with peers and this shows that the use of educational games can be a tool important for knowledge building. According to teachers in initial training, there were notes regarding the time available for preparation of games as a factor of difficulty. However, there were many advantages highlighted when applying the game. Teachers conceive the didactic game as an alternative to diversify the resources used in the classroom. However, according to the students, there are few alternative resources used by teachers, still predominating the use of textbooks. |
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