Jogos didáticos e indisciplina: inter-relações e viabilidades no processo de ensino e aprendizagem de ciências e biologia
Faced with disinterest and indiscipline at school, today's teaching requires teachers to employ different methodologies and resources that break with the old traditional paradigms. It is conceived that school indiscipline is one of the main factors that hinder the teaching performance in the cl...
| Autor principal: | Souza, Daniel Henrique Mendes de |
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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/1/15644 |
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| Resumo: |
Faced with disinterest and indiscipline at school, today's teaching requires teachers to employ different methodologies and resources that break with the old traditional paradigms. It is conceived that school indiscipline is one of the main factors that hinder the teaching performance in the classroom and student learning. Educational documents and authors suggest the use of different teaching resources, modalities and methodologies, so as to challenge students and place them as protagonists of the teaching and learning process. In this bias, the didactic games are defended as an alternative to deal with undisciplinary issues and to effect the teaching process. Thus, the present work aimed to investigate the conception of students of the Degree in Biological Sciences of the Federal Technological University of Paraná (UTFPR) Santa Helena campus, on the use of didactic games in the classroom, as a way to deal with discipline and effectively perform the teaching process. For this, we applied a structured questionnaire with optional and descriptive questions. Sequentially, the questions were analyzed and classified according to the theoretical and methodological assumptions of Content Analysis. It was found that the majority of the research participants used various resources and methodologies during their performance in the classroom at the conducting stage, including didactic games. Of the academics who claimed to have made use of didactic games, the majority affirmed the achievement of positive results regarding the students' indiscipline, as they were more participative and better understood the contents approached in Science and / or Biology classes. It is understood that the use of games in teaching is characterized as an excellent resource for working with undisciplinary issues. Despite some difficulties encountered in the application, games are dynamic and exciting for the student, making them active in teaching and ensuring learning. |
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