Jogo didático como recurso pedagógico para o estudo das células

Abstract

The use of strategic pedagogical tools in education can engage students and enhance their understanding of concepts, promoting cognitive development through innovative practices. This study aims to suggest the adaptation of an educational game as an interdisciplinary pedagogical resource to facilitate the learning of cytology in Elementary School. Educational games have gained prominence in schools as powerful teaching tools, particularly in the Sciences. The study consists of two stages: i) an integrative literature review focused on publications about educational games for teaching cytology; ii) the adaptation of a domino game for 6th-grade students, based on existing cytology domino models found on Google. Data collection occurred between March and September 2024, utilizing Google Scholar and SciELO databases. A total of 82 works were found, with 24 studies selected based on inclusion and exclusion criteria. The most frequently proposed game type was board games (50%), and the majority of the analyzed works targeted high school students (72%). The studies emphasized the increasing importance of playfulness in science education, indicating a paradigm shift in knowledge transmission and assimilation. The adaptation of the "Cell Domino" game was developed as an accessible proposal for teaching cytology in 6th grade, facilitating the understanding of cellular structures in a playful manner. This low-cost resource enables teachers to integrate active methodologies into their classes, serving as an introduction to content, a review of concepts, or an alternative assessment method. The study highlighted that playfulness is a crucial tool in science education, especially in cytology, by promoting collaborative learning through educational games. It is essential for teachers to incorporate playful activities in elementary education, acting as mediators to stimulate active student participation and develop their cognitive and social skills.