Suchergebnisse

The cellular respiration process is a crucial subject in biochemistry learning. The use of ludic tools appears to be a good strategy in education intensifying the teach and learning process. The aim of this work was to create and introduce a game as educational tool helping the students to construct the knowledge. This work was accomplished in UFC involving three groups of 5 students of Introduction to Biochemistry discipline from Food Engineering course. It was developed a board game entitled: The dynamics OXI-REDOXI in Respiratory Chain. The game consisted in a board with the scheme of the respiratory chain, chips to complete the gaps and 12 question cards. The students had previous classes about the subject and a survey right before playing the game. The monitor explained the rules and the wrong answers of the students to question cards. During the game it was observed mistakes in the answers of the students to question cards and either regarding placing the chips representing the reactions of the respiratory chain. The monitor stimulated the discussion among them and elucidated the doubts. The students demonstrated motivation and interest during the game. The majority of the students found it easy to play and confirmed that it facilitate the learning process. The application of the same survey after the game showed that they understood the respiratory chain and the grades were at least 50% higher after the game. This game reveals itself a dynamic and constructive tool for the learning process in biochemistry.

The Biochemistry study is complex and many times is restricted to memorization of theorical contents. The educational game could be an catalytic element, capable to contribute in the process of regaining the student's interest. The aim of this work was to create, apply and evaluate an educative game called "Krebs Roulette". The game contents were 1 roulette, 3 board cards, 48 question cards and complementary game chips. In an experimental tryout, five students joined the test-play in the presence of a mediator. The game duration was one hour. The students were submitted to an evaluation under Krebs Cycle before and after the game. About the game strategy, the students noticed as positive points: easy to play, didactic, making the learn easier. The evaluation of the quizzes, even with a so small experimental group, indicated a significant increase in the teach-learning process. The achieved results suggest that the game could be used as complementary tool for comprehension of the Krebs Cycle as strategy of learning-teaching in Biochemistry.