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Board Games: A Tool in the Process of Microanatomy and Embryology Education and Learning
Author(s) -
Teixeira Claudio Silva,
Costa Antônio Orcini,
Costa Roberta Oliveira,
Freitas Ana Paula Fragoso,
Sanders João Victor Santos Souza,
Cavalcante Jonathan Barros,
Freitas Francisco Orlando Rafael,
Cerqueira Gilberto Santos
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.604.6
Subject(s) - competence (human resources) , mathematics education , test (biology) , psychology , significant difference , process (computing) , dynamism , diction , psychological intervention , medical education , pedagogy , computer science , medicine , social psychology , biology , paleontology , art , physics , literature , operating system , poetry , quantum mechanics , psychiatry
Teaching through interactive methodologies can promote revolutionary changes in the teaching‐learning processes, since the material produced can contain playful resources and other more attractive aspects that have the dynamism and the interaction with the students in the morphological sciences. Thus, games can be used for the purpose of developing self‐confidence, generating motivation, promoting playfulness and social interaction among those involved. In addition, games enable meaningful content practice, developing skills, conferring skill and competence. In this way the present research had as objective to investigate, educational games with educational resource in the process of teaching and learning of embryology and histology. Conducted through a descriptive, cross‐sectional study with a quantitative approach. The games were held at a basic education school in Brazil. 25 high school students participated in the study. With a data collection instrument, a semi‐structured questionnaire was used, applied in two different moments, pre‐test, followed by interventions of educational games and post‐test. The Mann Whitney test was used to analyze the data. The results showed a statistically significant difference in students' learning before and after the application of the educational games, observing a greater number of answers in the questions involving knowledge of embryology (p <0.05), however, in histology there was no statistically significant difference (p> 0.05). It was observed that there is no statistically significant difference between the participants' ages. It was found that educational games function as a relevant tool for acquiring knowledge of embryology. Support or Funding Information This study received funding of CAPES. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .