Ensino e aprendizagem de genética para o ensino médio: um estudo comparativo entre uma aula tradicional e gamificada

Abstract

Genetics is considered a challenging topic in biology education, often taught using traditional and gamified methodologies. The former relies on content exposition by the teacher using books and a chalkboard, while the latter incorporates game elements to make classes more enjoyable. Few studies, however, compare the effectiveness of these methods after a genetics class. This study aimed to comparatively evaluate which teaching method, traditional or gamification, was more effective in teaching genetics to technical high school students at the Federal Institute of Amapá, Laranjal do Jari campus. A gamified class (quiz) and a traditional exposition were planned and taught to two third-year classes. Student performance and satisfaction were assessed using an online questionnaire with 10 objective questions and one subjective opinion question about the methodologies. Both traditional and gamified methods showed satisfactory performance, with some differences in question accuracy between classes. Both methods yielded positive satisfaction results, though gamification had slightly higher satisfaction percentages than the traditional class. In conclusion, both methods were effective in teaching genetics, each with a different focus on engagement and learning. It is suggested to combine both methodologies in genetics classes, as one organizes ideas, concepts, and focuses on content, while the other brings fun and engagement to the classroom.