Elaboração e aplicação de jogo didático para o ensino de síndromes genéticas no ensino médio

Abstract

The teaching of Genetics in high school is essential for students’ scientific and civic education, contributing to the understanding of concepts related to heredity, mutations, and biological diversity. Due to the abstract nature of these topics, it is important to integrate different pedagogical strategies that encourage active student participation and promote meaningful learning. In this context, didactic games can complement expository approaches, making the teaching and learning process more interactive and contextualized. The objective of this study was to develop and implement a didactic game to promote the teaching and meaningful learning of Genetics and chromosomal genetic syndromes in high school, stimulating curiosity, critical thinking, and collaborative work among students. This research adopted a qualitative and descriptive approach, with a research-action design, and was conducted with first-year high school students from a public school in the municipality of Astolfo Dutra, Minas Gerais, Brazil. The pedagogical intervention was carried out over four classes and included an initial diagnostic questionnaire, dialogued expository lessons, a collaborative activity, implementation of the didactic game “Genetic Adventure: Unraveling the Alterations,” content review, and individual production of infographics on chromosomal syndromes. Data collection was conducted through participant observation, field notes recorded in a reflective journal, a post-intervention questionnaire, and qualitative analysis of the infographics produced by the students. The results revealed high levels of student engagement, active participation, and cooperation, as well as improvements in conceptual understanding and in the accurate use of scientific terminology. The infographics demonstrated students’ ability to synthesize information, organize concepts, and creatively communicate scientific knowledge. Evidence of increased empathy and the reframing of misconceptions related to genetic syndromes was also observed. It is concluded that the didactic game represents an effective and complementary pedagogical strategy for teaching Genetics, promoting meaningful learning and contributing to students’ scientific and human development.