DIDACTIC GAMES IN ZOOLOGY TEACHING IN BASIC EDUCATION: A LITERATURE REVIEW (2010–2025)

Abstract

The use of didactic games has emerged as an important pedagogical strategy to promote more dynamic, interactive, and meaningful learning experiences in basic education. This study aimed to review the scientific literature on the relevance of didactic games in the teaching-learning process, with emphasis on Zoology teaching in elementary and secondary education. A qualitative and exploratory bibliographic review was conducted using publications indexed in Google Scholar and Redalyc between 2010 and 2025. Initially, 45 studies were identified, of which 27 met the established inclusion criteria and were selected for analysis. The results revealed a significant increase in publications after 2017, with a predominance of studies conducted in Elementary School II and High School. The analyzed games addressed diverse zoological contents and were associated with increased student motivation, engagement, participation, and understanding of scientific concepts. The findings highlight the educational potential of didactic games and reinforce their relevance as complementary tools for Zoology teaching.