Teaching of cytology in high school: a study on the contribution of a teaching game
DOI:
https://doi.org/10.36661/2595-4520.2022v5n4.13066Keywords:
Active methodology, Investigative teaching, Cell cycle, Biology teachingAbstract
This article describes the concept of using a didactic game, about the cell cycle, with the objective of increasing the protagonism of students in the teaching-learning process, reducing the difficulty of understanding of the subject and increasing interest in biology classes. The game was applied to classes of the 1st and 2nd years of regular night-shifts state education and was made with easily acquired and low-cost materials. Despite the difficulties experienced after returning to post-pandemic classes, the result was overall positive. The students enjoyed the activity, corroborating the idea that the use of games can contribute to the construction of knowledge, especially in complex topics considered difficult, such as the teaching of cytology.