Sequência didática para o ensino de ciências: “classitômica", um jogo de tabuleiro da classificação taxonômica

Abstract

For a long time, classes were taught in order to only present the content; the methodologies were rigid and some teachers used only the textbook as a resource during their classes. Currently, many studies have provided methodological suggestions for the teaching process, including the use of alternative and multiple teaching methods, thus strengthening the existing interactions between student, teacher and knowledge. Didactic resources are those that facilitate the interaction between the teacher and his students, and that is why it is essential that the teacher uses varied methods in teaching, thus exercising skills and stimulating learning, imagination and cognitive development. This work aimed to build a didactic sequence with an educational board game, for students of the seventh year of Middle School, in order to contribute to teaching and learning in the discipline of Sciences, in the area of taxonomic classification. The game consists of a board in shape of a tree and with cards (all are real animals from the Animalia Kingdom) in form of leaves, the game has an interactive character. The method of analysis was qualitative, with the compilation of data found in articles on digital platforms (Google Scholar, Scielo, CAPES platform and UTFPR library) with themes similar to the work. The results of this work are the didactic sequence proposal and the game “Classitômica”. After analyzing the articles, we concluded that active methodologies are an important tool for teaching- when the teacher uses games, videos, exercises, presentations, theaters and group work in his classes, made the class more interesting and helped with knowledge scientific, communication between students and the teacher and active participation in the classroom.