Investigative Gamified Didactic Sequence as a pedagogical strategy for teaching Microbiology
Teaching by investigation. Ludification. Microbiology.
The teaching of Microbiology in Basic Education has been challenging, both due to the lack of laboratory equipment and the mystification that all microorganisms cause diseases. Faced with the need for new teaching approaches, this work presents the construction, application and validation of an Investigative Gamified Didactic Sequence (SDGI), specifically focused on the benefits provided by bacteria and fungi. For data collection regarding the acquisition of knowledge and validation of the didactic sequence, the students had their previous knowledge investigated and then participated in the steps of the didactic sequence. After the application of the SDGI classes, the students answered a questionnaire elaborated with the ARCS methodology, used to evaluate the criteria of games used in the didactic sequence. The results were interpreted using the categorization of the knowledge developed during the proposed activities, and showed that despite the low participation during the period of remote classes, frequent students had a change in their initial conceptions and began to recognize microorganisms as important beings for their daily lives, in addition, the use of game elements enabled greater dynamism and motivated students to develop the proposed activities. Based on the experience of applying and validating this didactic sequence, a free online course was developed that will be made available in the Virtual Learning Environment of the Management and Distance Education Board (DEAD/UNEMAT) to guide teachers and undergraduate students in the elaboration of SDGIs