THE USE OF DOMINO AS A TEACHING RESOURCE FOR TEACHING CELL DIVISION: A STUDY WITH 1ST YEAR HIGH SCHOOL STUDENTS AT A FEDERAL NETWORK SCHOOL IN FLORIANO – PI

Abstract

When analyzing the current social scenario, it becomes evident that understanding fundamental concepts in Natural Sciences, especially Biology, is crucial for building a more equitable, sustainable and future-oriented society. However, teaching these concepts faces challenges that demand attention and studies from the scientific community. In particular, it is necessary to develop and validate tools and activities that help in teaching basic cytology concepts, with emphasis on the study of cell division. In this context, this work has the general objective of identifying the contributions of using pedagogical dominoes in teaching cell division to 1st year high school students. The research adopted a qualitative approach, carried out through a case study based on ethnomethodology, using Participant Observation and photographic records as instruments. The results demonstrated that using the game had a significant impact on students' interest and participation during the learning process. The game's practical and dynamic approach sparked students' curiosity, leading them to become actively involved and develop a deeper understanding of cell division concepts. The concrete visualization of the steps of the cellular process also facilitated the assimilation of the content.