Diagnóstico das dificuldades de articulação e sobreposição dos conceitos básicos da genética utilizando jogos didáticos

Abstract

Teaching of Genetics covers a range of articulated concepts into the micro and macrou niverse. Genes, DNA, dominant and recessive characteristics, heredity, and probabilities, among others are suitable examples. It has been worked on a reductionist and linear basis. This approach, however, is inadequate to understand a complex design of living, a result of a complex network of events interaction (biological, physical and chemical), even with the environment. It is important the basic concepts knowledge besides their abstraction in order to apply them in various contexts close to the reality of the student. Since didactic games are educational tools which promote content understanding and interest and the socialization among the students, the objective of this study was to develop and implement two new games (Trinca de Cartas and Dominó) using basic concepts of genetics. These games would allow the diagnosis and the establishment of associations and joints of these concepts with those of related areas and has been applied to students in high school and graduation, in addition to teacher trainers of IES from public and private institutions of Pernambuco. The games showed to be excellent diagnostic tools,allowing identify: difficulties of abstraction of content and its application, the fragmentation and dismantling between such concepts; to identify the most "difficult" concepts of genetics to establish relations. This result leads to a discussion of teaching practice and suggests new investment in this line of research.