EXPLORING PLAYFULNESS AND DIDACTIC MODELS IN THE TEACHING OF CYTOLOGY AND MOLECULAR BIOLOGY
DOI:
https://doi.org/10.18554/acbiobras.v8iEsp..8687Keywords:
Playful methodology, Inclusive education, Hyperfocus, AutismAbstract
This study aims to develop a teaching sequence and evaluate the effectiveness of playful methodologies and teaching models in cytology and molecular biology, focusing on adaptation for students with Autism Spectrum Disorder. The research was conducted in a primary and secondary school in the interior of São Paulo, using personalized practices such as models, interactive quizzes, and analogies linked to students' hyperfocus. The data were analyzed through direct observation, focusing on the recording of students’ behavior, engagement, and interaction during the activities, as well as through the administration of a quiz following the interventions. One student related cellular organelles to a circus ring, associating the endoplasmic reticulum with acrobatic ropes and the nucleus with a leading juggler. Another student established insightswith trucks, identifying the cytoplasm as the body and DNA as a control center. These strategies facilitated understanding and stimulated creativity and engagement. In addition to hands-on activities, interactive quizzes reinforced the content and encouraged social interaction. The results indicated progress in the assimilation of concepts and student motivation. The study reaffirms the importance of inclusive practices in science education. By tapping into students' hyperfocus, learning becomes more meaningful. Playful methodologies prove effective in promoting inclusion and can guide educational policies toward a more equitable and accessible environment.
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