Using a board game to teach protein synthesis to high school students

Author(s)

Queiroz de Cavalho, Julio Cesar ^[1] ; Beltramini, Leila Maria ^[2] ; Segnini Bossolan, Nelma Regina ^[2]

Affiliation

^[1] Univ Sao Paulo, Sao Carlos Inst Phys, Grad Program Phys, Sao Carlos, SP - Brazil

^[2] Univ Sao Paulo, Sao Carlos Inst Phys, Sao Carlos, SP - Brazil

• Document type: Journal article
• Source: JOURNAL OF BIOLOGICAL EDUCATION; v. 53, n. 2, p. 205-216, MAR 15 2019.
• Web of Science Citations: 0

Abstract

The present work aimed to investigate the contribution of the board game `Synthesizing Proteins' to the understanding of protein synthesis by high school students, based on the socio-interactionist theory of Vygotsky. Fifteen students (six from a public school and nine from a private school) participated in the research, which had three stages: diagnosis and pre-interview, game execution, and post-interview, with collection of written and audiovisual data. The data were organised and interpreted according to a qualitative content analysis, in which we evaluated the predominant concepts, the conceptual gains and type of interactions promoted by the game in the understanding of target themes. The results indicated that the game contributed to the improvement (or construction) of a protein synthesis model by the students, providing a symbolic representation of the process through interactions guided by the rules of the game (in the game, students played the roles of molecules, and simulated mechanisms and processes). These interactions, especially of cooperative and competitive nature, may promote a meaningful, prospective learning. (AU)

• FAPESP's process: 98/14138-2 - Center for Structural Molecular Biotechnology
• Grantee: Glaucius Oliva
• Support Opportunities: Research Grants - Research, Innovation and Dissemination Centers - RIDC