A ludicidade como ferramenta de aprendizagem no ensino de biologia: uma revisão bibliográfica

Abstract

This research presents a survey of academic-scientific productions, carried out in the area of teaching in Biological Sciences, which report the use of playfulness in teaching practice. The bibliographical research was conducted in the Google Scholar databases, from 2018 to 2023. Among the selected works, the type of methodological approach used, the thematic areas covered by these methodologies, the learning process through games in biology discipline. It aims to present a survey of academic-scientific productions, carried out in the area of teaching in Biological Sciences, which report the use of playful methodology. In view of this, we seek to answer the following questions through bibliographical, qualitative research: What are the most used methodologies in teaching biology? Which areas of biology are playfulness most used? The social relevance of the problem to be investigated lies in the fact that learning difficulties in the biology subject in high school can be overcome with more diversified pedagogical approaches. The results revealed that playfulness in biology teaching can make classes more dynamic, engaging and enjoyable, promoting student interest and facilitating the understanding of biological concepts. Thus, it was concluded that playfulness, referring to the use of games, games and playful activities in the teaching-learning process, can be applied in various areas of biology, providing significant benefits. As a result, it is expected to contribute to improving the teaching-learning process in biology classes, facilitating the understanding of the complex concepts of the contents of this discipline.