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 didactic sequence and evaluate the effectiveness of playful methodologies and didactic models in teaching cytology and molecular biology, with a focus on adaptation for students with Autism Spectrum Disorder (ASD). The research was conducted between August 26 and 30, 2024, at a primary and secondary school in the countryside of São Paulo, using personalized practices such as models, interactive quizzes, and analogies related to the students’ special interests, in order to make complex content about cells and DNA more accessible. The activities were planned with principles of inclusion and pedagogical adaptation. One student related cell organelles to a circus ring, associating the endoplasmic reticulum with acrobatic ropes and the nucleus with a lead juggler. Another student used analogies with trucks, identifying the cytoplasm as the truck bed and DNA as a control center. These strategies facilitated understanding and stimulated creativity and engagement. In addition to practical activities, interactive quizzes reinforced the content and encouraged social interaction. The results indicated progress in the assimilation of concepts and in student motivation. The study reaffirms the importance of inclusive practices in science education. By exploring students’ special interests, learning becomes more meaningful. Playful methodologies have proven effective in promoting inclusion and may help guide educational policies toward a more equitable and accessible learning environment.
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