TEACHING GAME “THREE TRACKS IN ACTION”: UNVEILING THE SYSTEMS” FOR THE INTEGRATED TEACHING OF PHYSIOLOGICAL SYSTEMS

Abstract

Observing the need to break with the fragmented form and memorization of content through which physiology teaching is often conducted in classrooms, the need for new differentiated pedagogical practices that favor the integration of concepts, stimulate critical thinking and offer opportunities for the application of knowledge in real-world situations. The role of games can be a tool to favor the teaching-learning process, as they can motivate student participation and arouse interest in the classroom. Therefore, our objective was to develop and apply the game “Three clues in action: Unraveling the systems” on the digestive, circulatory and excretory systems. The game was applied to students in a 2nd year high school class and after its application, the students answered a usability questionnaire regarding this game. Through the analysis of the didactic game usability questionnaires, we realized that the game developed acted as a motivating and facilitating agent in the teaching and learning process. Thus, we conclude that the use of alternative methodologies can enhance the understanding of basic concepts related to human physiology.