Banca de DEFESA: FERNANDA MENESES GOMES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FERNANDA MENESES GOMES
DATA : 22/03/2024
HORA: 08:00
LOCAL: Sala de reuniões CIP CERRADO
TÍTULO:

THE USE OF INVESTIGATIVE GAMIFICATION AS A PEDAGOGICAL STRATEGY FOR TEACHING BRAZILIAN BIOMES

PALAVRAS-CHAVES:

Teaching by investigation. Gamification. Biomes.

PÁGINAS: 93
GRANDE ÁREA: Ciências Biológicas
ÁREA: Ecologia
RESUMO:

Due to man's constant attacks on ecosystems, the planet has been suffering intense interference in climate dynamics both locally and globally. In this sense, teaching biomes in Basic Education has been of fundamental importance so that students can effectively contribute to the process of mitigating these impacts. Given the need for new teaching approaches that help students understand the importance of biomes, this work presents the construction, application, and validation of an Investigative Gamified Didactic Sequence (SDGI), about Brazilian biomes and a didactic game about the thick. The SDGI seeks to combine research-based teaching with elements of gamification and was applied to students in a first-year high school class, in a rural State School in the municipality of Campo Novo do Parecis, Mato Grosso, in the year 2023. They were used some Digital Information and Communication Technologies (TIDCs) during the planning and application of the proposal, such as: PowToon, YouTube, Canva and Google Earth. The initial problematization of SDGI was organized in the format of a narrative, in which the character “Maria Eduarda” when visiting her relatives in another state is unable to explain to them the reasons for the characteristics of the biome where she lives. With this, she decides that upon returning home she will clear her doubts with her Biology teacher, who immediately proposes an SDGI to resolve the characters and the class’s doubts. The entire plot was divided into five missions, each of which presented: i) a problem situation with the guiding question; ii) recording hypotheses; iii) data collection; iv) drawing up conclusions and disseminating the results obtained. Each level had gamification elements, of which we can highlight storytelling, badges, missions, progression, and feedback. Before and after the SDGI classes, students answered a pre- and post-diagnosis questionnaire, in addition to two questionnaires based on the ARCS methodology, to evaluate the gamification elements present in the didactic sequence and in the creation of the game. Data were analyzed using categorization and descriptive statistics. The results demonstrated good acceptance of the approach by students through the activities delivered by them. The stages of the investigative process contributed to student protagonism and the use of game elements, making students feel motivated to develop the proposed activities. Furthermore, TDICs streamlined classes and promoted the interactive and intuitive use of the virtual environment for activities aimed at teaching and learning. Based on the pedagogical experience, a game was created to expand the knowledge acquired at SDGI.

MEMBROS DA BANCA:
Presidente - 136121002 - ALESSANDRA REGINA BUTNARIU
Interno - 52666009 - ROGERIO BENEDITO DA SILVA ANEZ
Externo à Instituição - CAROLINA LOMANDO CAÑETE - IFPI