Ensino híbrido gamificado de componentes curriculares de bioquímica com foco em sala de aula invertida

Abstract

In the face of the reality of teaching biochemistry, which is permeated by the densification of the contents, the interdisciplinary complexity, and aggravated by an exclusive or excessively expository approach, it becomes increasingly necessary to evaluate methodological proposals that mitigate this scenario. Thus, in this dissertation, we developed a work proposal for a Blended Learning Gamified, based on the Flipped Classroom, in the Biochemistry classes; academic performance assessment; the interest and involvement of students in the subject; the methodological elements of the proposal, gamification, and, finally, gains in cognitive, social and socio-emotional skills. Therefore, a type of exploratory research was carried out, through a pedagogical intervention with qualitative and qualitative analysis. The proposal was applied in two biochemistry disciplines at the Federal University of Rio Grande do Norte (UFRN) for the biological sciences, in the periods of 2016.2 and 2017.1, and in medicine courses, in the periods of 2018 and 2019, a total of 179 students participated in this study. The research analyzed data from the design of two classes: face-to-face and blended classes, which were divided into online moments and in-person moments, with educational objectives combined in both moments. For the online moments, were used video lessons and the face-to-face moments, educational objects elaborated by Bloom's Taxonomy were applied. The entire process was gamified, with a scoring system (ranking), team building in the cooperative logic and obtaining benefits (reward system). The entire process was gamified, with a scoring system (ranking), team building in the cooperative logic and obtaining benefits (reward system). The results show that most students had better academic performance, and reported increased interest in the discipline, stating that learning was better in blended classes than in face-to-face classes. Furthermore, gamification had a positive evaluation and ended up promoting increased student engagement. Besides, it was shown that the method contributed to collaborative and personalization learning. Finally, it was observed that the pedagogical intervention contributed to the development of specific aspects for the discipline of biochemistry, for example, the understanding of concepts, relationships between structures and functions, and proposing solutions and arguments for solving problems, among others. After all, the results described here provide data for a discussion about the importance of Blended Learning Gamified as a promising alternative to the disciplines of biochemistry. Certainly, this requires a broad reflection on the approaches and processes involved in this model, because studies on the effectiveness of Hybrid Teaching for the Teaching of Biochemistry are still very scarce.