Diagnóstico de dificuldades de aprendizagem e proposição de estratégia didática tradicional-lúdica para o ensino de biologia

Abstract

Teachers may encounter difficulties in student learning, motivated by various internal and external factors, and this leads to demotivation, apathy, and little engagement in classes. Promoting learning in the classroom is challenging, therefore, the teacher's practice must take place under constant reflection on his teaching and methodologies that can facilitate student learning. The objective of this study was to diagnose the biology learning difficulties of students from two technical high school classes at the Instituto Federal do Amapá, Laranjal do Jari campus. Through this, a class proposal was made using methodologies that could help improve the teaching and learning of biology. To identify learning difficulties, an anonymous and confidential online questionnaire was administered with five objective questions and one opinion question, to 2nd and 3rd year students, at the end of a biology class. The majority of students considered that the excessive use of technical terms and class hours made learning difficult. Although the methodology used by the teacher was considered satisfactory by the majority of students, it was suggested to include playful activities, laboratories, and the use of technologies in classes. In order to overcome the difficulties presented, a dialogued expository class was prepared followed by the application of a trail game to the classes. At the end of classes, a questionnaire with 12 objective questions was administered to assess students' performance on the content and check whether any difficulties had been overcome. The proposed class proved to be effective in overcoming the difficulties, as the inclusion of the playful game brought greater focus, fun and dynamics to the classes at the beginning and end of the morning period. However, the class was not completely effective in terms of understanding technical terms, requiring greater reinforcement, repetition, and more practical teaching methods. It is concluded that the diagnosis was an effective instrument to guide appropriate methodological adjustments to overcome learning difficulties, and that the use of approaches that combine traditional and playful methods was satisfactory in the process of teaching and learning Biology.