Non-linguistic representations and cooperative games as a teaching and learning strategy of Cell Biology

Abstract

Lectures have indeed been established as a prominent role in teaching practices. However, differentiated methodologies are being used in a reluctant way in the classroom. Non-linguistic representations and cooperative games are alternatives that can promote involvement and active participation of the students, facilitating the teaching/learning process. In order to evaluate the teaching potential of these strategies, lessons on Cell Biology were developed to students of the 1st year of high school of public schools in the state of Paraná, Brazil. Classes were organized in groups that participated in: a) lectures, in which the teachers used illustrated oral exposure as the selected teaching methodology, b) non-linguistic representations (NLR), which involved the construction of a three-dimensional model and the making of a two-dimensional poster or c) co-operative learning, carried out through adventures of Role-Playing Game (RPG). The students were evaluated before classes, and in a short and medium-term period after the classes. The evaluations were conducted through questions and conceptual maps, with the best results being achieved by students who participated in the NLR and RPG groups, which indicates a more effective and meaningful learning. In addition to the positive results, the differentiated methodologies were well accepted by students and teachers.

Keywords

• Estratégias de ensino e aprendizagem
• Aulas expositivas
• Jogos cooperativos
• Representações não linguísticas
• Ensino da Biologia Celular