Contribuições do ensino lúdico para a percepção de alunos de uma escola pública de Macapá sobre os anfíbios anuros

Abstract

This study aimed to investigate the knowledge of students of a public school in the city of Macapá-Amapá about anurans (frogs, frogs and tree frogs), presenting some of the main species that make up the anurofauna of Amapá state and its morphological characteristics. The work was developed with 48 students of elementary school II of the Coelho Neto State School. Through the application quizzes, followed by lecture and playful game. The results showed that most students (52.1%; N = 28) had no knowledge of amphibians, but most of them (83.3%; N = 40) correctly informed that frog is an amphibian. Only 8.3% (N=4) of students said they knew the morphology of these animals, a percentage that rose to 70.8% (N=34) after the lecture. Regarding the eating habits of anurans, 89.6% (N = 43) of the students came to know after the lecture. When asked about frogs harming people, 50% (N = 24) of the students said they were not harming. In addition, most students (73%; N = 35) have witnessed mistreatment of these animals and 95.8% (N = 46) of students consider this type of act wrong. Regarding the ecological importance of these animals, 66.7% (N = 35) of the students came to know after the interventions. The lecture contributed to broaden and reinforce students' knowledge regarding anuran biology, and contact with specimens reinforced knowledge related to morphology. The game “Trail of the Anurans”, in turn, allowed the students to demonstrate what was abstracted during the lecture and favored the interaction between them. Thus, it is recommended that question and answer games be used as a teaching-learning methodology, not only in science teaching. Given that games encompass various aspects of the student and collaborate to make learning more enjoyable. Finally, the school should value students' prior knowledge and reinforce it with concise scientific information.