Ensino e aprendizagem de ecologia nos anos finais do ensino fundamental: uma análise comparativa entre aulas com sequências didáticas tradicionais e lúdicas

Abstract

Ecology content in the final years of elementary school has normally been covered conventionally in the classroom, using almost exclusively traditional teaching methods, which sometimes discourages students' interest. There are several active and playful methodologies, among which teaching games are considered creative and motivating resources that help teach complex concepts in a more interactive and fun way. However, few studies compare ecology learning after using traditional and playful methods. In this context, this study aimed to compare the performance and satisfaction of students, regarding learning Ecology between classes based on different didactic sequences, one based on traditional teaching and the other using a didactic game, in two 7th year classes. elementary school at João Queiroga school, Laranjal do Jari, Amapá. For this, two classes were planned with the theme “Brazilian biomes”, with different didactic sequences: in one class the traditional teaching method was used, and in the other class a method based on a didactic game was used. To check student performance, a questionnaire with 13 questions was administered, six questions related to the content and seven questions to check the students' degree of satisfaction (or perception) about the classes. The results showed that the percentage of performance and satisfaction of students in the class in which the playful method was used was higher, that is, the playful method was more effective and satisfactory for student learning. The traditional class also contributed to good results, however, as it is a method commonly used by teachers in classes, it has already become commonplace, which reduces students' interest. In view of this, greater diversification of methodologies in student learning is recommended. The playful strategy, due to its motivating, dynamic and constructive nature, can be used as a crucial pedagogical tool after the traditional method. This serves as a valuable resource for teachers, enriching their classes and promoting meaningful learning.