Percepção dos alunos do 1° ano do ensino médio sobre a aplicação de metodologia de avaliação ativa associada a aula tradicional, no ensino de biologia

Abstract

Brazilian educational legislation highlights the importance of encouraging teachers to provide teaching strategies that promote critical thinking and increase student protagonism in the teaching-learning process. Given this argument, this study aimed to verify the perception of students in the 1st afternoon grade at a school in the city of Santarém-PA, about the application of assessment using gamification and also express the reflection of the teaching practice proposed and experienced. The research presents an action research of descriptive quantitative and qualitative nature. It was carried out through questionnaires with structured and semistructured questions to verify the perceptions, opinions and experiences of students about active assessment of learning using a question and answer game. The results revealed that most students confirmed that the proposed methodology helped to improve the understanding of the content, to promote interaction and collaboration among students, and to promote motivation, since most considered a willingness to participate in other assessments that promote competition in the future. We conclude that even though this gamified assessment is well accepted, there must be a balance in the assessment methods, since traditional assessment, with objective or descriptive questions, is common in ENEM, and therefore, it can also be carried out, as it is important to train students to take such an exam. Furthermore, more research can be done to put into perspective the student's perception of assessment tools so that understanding is not reduced to just another teaching or learning technique, but rather so that students can perceive the contribution of playful or non-playful assessment tools to improve their learning and thus practice their critical analysis of their education, stimulating their protagonism.