A ludicidade para o ensino médio na disciplina de biologia : contibuições ao processo de aprendizagem em conformidade com os pressupostos teóricos da aprendizagem significativa

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research has aimed to investigate the role of playfulness in the teachings of biology to high-school students, analyzing the learning of public school students from Londrina concerning the use of playful strategies. The research presents a qualitative approach related to a population of 65 students. For data collection, open question questionnaires to assess previous knowledge and subsensed concepts, playful practices for instruction, acquiring and learning of chosen subjects, semi-structured group interview and filming were used. Its objective is to promote the affirmation of playfulness as a learning strategy for the teaching of Biology in high-school when aiming significative learning. The theoretical grounding of significant learning and playfulness theories are presented initially. In such item, the discussion over the various concepts found in literature was prioritized; also, a categorization of strategies and approaches to playful activities in the learning process was elaborated. The results obtained from the application of such activities in the subject of biology to public high-school students from Londrina, PR are presented in the section. It has been concluded that learning and teaching through playfulness enables loads of relationship possibilities as well as discovery and appropriation of new knowledge and actions.

ASSUNTO(S)

biologia - aprendizagem biologia - ludicidade biology - study and teaching biology - learning process biologia (ensino médio) - estudo e ensino

ACESSO AO ARTIGO

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