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GAME BOARD IMPROVES THE ENDOCRINE SYSTEM ANATOMY TEACHING AND LEARNING PROCESS
Author(s) -
de Paula Uchôa Francisco Ewerton,
Nunes Bruna Marques Barreto,
Forte Guilherme Aguiar,
Filho Cézar Nilton Rabelo Lemos,
Cerqueira Gilberto Santos,
Morano Domingos Antonio Clemente Maria Silvio
Publication year - 2020
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.2020.34.s1.08981
Subject(s) - significant difference , psychology , test (biology) , descriptive statistics , perception , process (computing) , medical education , mathematics education , medicine , computer science , statistics , biology , mathematics , neuroscience , paleontology , operating system
Board games are important tools of active methodology in the anatomy teaching‐learning process, especially when traditional learning is to be diminished. Several studies demonstrate that board games are effective in promoting learning. At the present time, in our University, the traditional methodology is predominant, and building an appropriate and qualified learning environment is a big challenge nowadays. Based on these assumptions, the aim of this paper was to investigate whether the endocrine anatomy board game promotes meaningful learning. A descriptive exploratory study with quantitative approach was conducted with 31 students of the discipline of anatomy. For learning assessment, a tested and validated board game of endocrine anatomy was applied. For statistical analysis, the normality of the data was verified and the Mann‐Whitney test and the Chi‐Square test were used, and those with p <0.05 were considered significant. It was observed that there is a statistically significant difference between the ages of the participants, and females had an average age of 20.38±1.03 when compared to male students 18,25±0.30. Regarding the perception of learning, there was a statistically significant difference in learning after the board game (p <0.05). Regarding the positive aspects of using the game, it was found that 23.5% reported that it helps to fix the content, 19.6% that provides integration between students, 18.9% that facilitates learning anatomy, 15.5% that raises students self‐esteem and 15.16% promotes better interpersonal relationships. The parameters of Reasoning, Safety, Learning, Evaluation Effectiveness, Speed and Cognition were statistically significant when compared to traditional teaching. It was found that the board game anatomy of the endocrine system is an important tool in the construction of anatomical knowledge, promoting dynamic, playful and meaningful learning, when compared with the traditional methodology. Support or Funding Information CNPQ and FUNCAP