Jogos didáticos: uma proposta lúdica para o ensino de genética no 9º ano do ensino fundamental

Abstract

This research aims to analyze the contributions of didactic games as a playful proposal for teaching genetics in the 9th year of Elementary School. Therefore, this research constitutes a quantitative, descriptive approach based on a literature review. The results show that the use of didactic games should be part of teaching resources, as they are practical, easy to use in classrooms, have a reduced cost and promote the teaching-learning process in a stimulating way, with the development of social relationships, curiosity and the desire to acquire more knowledge. The use of didactic games to teach genetics directly contributes to student learning and makes teaching meaningful. Therefore, games are viable alternatives for the teaching- learning process, as they provide a motivating, planned and playful environment, however the simple implementation of a game does not guarantee learning; for this it needs to be educational, thought out and planned. In conclusion, educational games help in the understanding and integration of concepts, are practical, promote learning by taking social relationships into consideration, stimulate curiosity, reasoning and mediate learning through problem solving. There is no doubt that they are useful tools for the sedimentation of knowledge and for meaningful learning. They claim to be more democratic methodologies that respect the individuality of students, the social context and the teacher's role in the classroom.