Laboratório virtual mediado por smartphone: Potencialidades didáticas de aprendizagem de conceitos e competências para experimentação em cultura celular
Data
2023-07-10
Autores
Santos, Giovanna Tonzar dos 
Orientadores
Santos, Camilo de Lellis
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
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Resumo
O ensino de biologia tem como parte inerente as atividades práticas e empíricas, de modo que o uso de laboratórios é essencial para atingir os objetivos educacionais. Entretanto, o uso de laboratório esbarra em diversos obstáculos de infraestrutura e pedagógicos, como o alto custo de implementação e restrições do ensino remoto e educação à distância. O presente estudo buscou compreender as potencialidades didáticas de um jogo para smartphone que simula um laboratório virtual como recurso para o ensino e aprendizagem de conceitos de diferenciação celular e aquisição de competências para experimentação em cultura celular. Foi realizada uma revisão de escopo a fim de se identificar a produção científica e lacunas no uso de laboratórios virtuais de aprendizagem. Por meio de método misto de pesquisa educacional,o estudo foi realizado em duas fases: exploratória e experimental. Foi utilizado o aplicativo para smartphone Dish Life, que é um jogo de vivência em laboratório, como material de intervenção educacional. No estudo exploratório, onde estudantes de licenciatura em ciências e matemática jogaram por 3 semanas de forma voluntária, o jogo promoveu ganho de aprendizagem, sobretudo de conhecimentos em técnica de cultura celular e dinâmica de laboratório de pesquisa. O segundo estudo foi um ensaio randomizado controlado, onde o grupo de intervenção (GAME) jogava por pelo menos 1 vez por semana por 30 minutos, e os estudantes aumentaram os conhecimentos de técnicas de cultura celular quando comparado com o grupo controle (CTRL). Os estudantes aprovaram o jogo como uma ferramenta que utilizariam em suas próprias práticas didáticas, se sentiram imersos dentro de um laboratório de pesquisa e concordaram que o jogo completa os ensinamentos das aulas teóricas. No entanto, os estudos correlacionais indicaram que jogar o jogo em mobilidade diminuiu os ganhos de aprendizagem. Assim, é possível adquirir conhecimentos de biologia celular apenas com um jogo de simulação de laboratório virtual. O laboratório virtual mediado por smartphone Dish Life é um recurso didático capaz de promover a aprendizagem de técnicas de cultura celular, sendo uma alternativa para situações de restrição de acesso aos laboratórios físicos ou inexistência de laboratórios.
Teaching biology is inherently about hands-on and empirical activities, so the use of laboratories is essential to achieve educational goals. However, the use of laboratories faces several infrastructural and pedagogical obstacles, such as the high cost of implementation and the restrictions of remote teaching and distance education. The present study sought to understand the didactic potential of a smartphone game that simulates a virtual laboratory as a resource for teaching and learning cell differentiation concepts and acquiring skills for experimentation in cell culture. A scoping review was conducted in order to identify the scientific production and gaps in the use of virtual learning labs. Through mixed-method educational research, the study was conducted in two phases: exploratory and experimental. The smartphone application Dish Life, which is a laboratory experience game, was used as educational intervention material. In the exploratory study, where undergraduate science and mathematics students played for 3 weeks on a voluntary basis, the game promoted learning gains, especially knowledge of cell culture technique and research laboratory dynamics. The second study was a randomized controlled trial, where the intervention group (GAME) played at least 1 time per week for 30 minutes, and students increased their knowledge of cell culture techniques when compared to the control group (CTRL). The students approved of the game as a tool they would use in their own teaching practices, felt immersed within a research laboratory, and agreed that the game complements the teachings of the lectures. However, correlational studies indicated that playing the game on mobility decreased learning gains. Thus, it is possible to gain cell biology knowledge from a virtual lab simulation game alone. The smartphone-mediated virtual laboratory Dish Life is a teaching resource capable of promoting the learning of cell culture techniques and is an alternative for situations where access to physical laboratories is restricted or nonexistent.
Teaching biology is inherently about hands-on and empirical activities, so the use of laboratories is essential to achieve educational goals. However, the use of laboratories faces several infrastructural and pedagogical obstacles, such as the high cost of implementation and the restrictions of remote teaching and distance education. The present study sought to understand the didactic potential of a smartphone game that simulates a virtual laboratory as a resource for teaching and learning cell differentiation concepts and acquiring skills for experimentation in cell culture. A scoping review was conducted in order to identify the scientific production and gaps in the use of virtual learning labs. Through mixed-method educational research, the study was conducted in two phases: exploratory and experimental. The smartphone application Dish Life, which is a laboratory experience game, was used as educational intervention material. In the exploratory study, where undergraduate science and mathematics students played for 3 weeks on a voluntary basis, the game promoted learning gains, especially knowledge of cell culture technique and research laboratory dynamics. The second study was a randomized controlled trial, where the intervention group (GAME) played at least 1 time per week for 30 minutes, and students increased their knowledge of cell culture techniques when compared to the control group (CTRL). The students approved of the game as a tool they would use in their own teaching practices, felt immersed within a research laboratory, and agreed that the game complements the teachings of the lectures. However, correlational studies indicated that playing the game on mobility decreased learning gains. Thus, it is possible to gain cell biology knowledge from a virtual lab simulation game alone. The smartphone-mediated virtual laboratory Dish Life is a teaching resource capable of promoting the learning of cell culture techniques and is an alternative for situations where access to physical laboratories is restricted or nonexistent.