Ensino de ciências na agricultura: uma proposta de jogo didático

Abstract

The use of educational games promotes learning, as well as being a playful resource that promotes curiosity and motivates students. In the present research was proposed and evaluated a didactic game about agriculture with emphasis on agrochemicals, fertilizers and soil. The didactic game was applied with students (n=41) of Education of Young and Adults (EYA) in the final series of Elementary School - Final Totals (T5, T6) and EYA High School in totality - T7 of a state school of Rio Grande do Sul. The subject of agriculture is very present in the context of these students, since the economy of this region is based on the primary production. As a data collection instrument, a questionnaire was used adapted to the one described in Petri, Von Wangenheim and Borgatto (2016), known as MEEGA+. Hierarchical Cluster Analysis (HCA) was used to identify natural patterns in student responses through Pirouette software for quantitative data. The qualitative data were analyzed using a word cloud using the Tagul tool. The results obtained allow inferring that more than 70% of the students (Groups III - V) had a positive experience with the game and considered the same positive in relation to learning. In this sense, this research perspective contributes to the development of didactic resources that enable students to understand the chemical, physical and / or biological processes and phenomena present in their daily lives. In order to do so, they can act as critical and active citizens with knowledge to modify the context in which they are inserted from the promotion of scientific literacy.