Playfulness in Biology Education: Incorporating and Examining the Impact of Playful Strategies

Authors

DOI:

https://doi.org/10.30691/relus.v9.4169

Abstract

This study investigated the impact of ludic strategies in Biology education with 52 students from two classes of the 1st year of high school in a public school in Santarém-PA. The chosen topic was "Plasma Membrane." Prior to the theoretical and ludic activities, a pre-test was conducted to assess the students' prior knowledge. Subsequently, a theoretical class was taught, followed by a group ludic activity: a crossword puzzle game focusing on the structure and functions of the plasma membrane. After the game, a post-test was administered to evaluate the impact of the ludic activity combined with the theoretical class. The test results were satisfactory, with an increase in post-test averages in both classes. The students considered the ludic approach to be facilitative in content assimilation. It can be concluded that ludic strategies contributed to knowledge construction, student integration, and knowledge socialization, making the teaching and learning process interactive and enjoyable.

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Author Biographies

Pedro Lucas Neves de Oliveira, Federal University of Western Pará

Undergraduate student pursuing a Bachelor's degree in Biotechnology at the Federal University of Western Pará (UFOPA), currently in the 10th semester. Previously served as an advisor for the National League of Biotechnology Students (LiNA Biotec), UFOPA chapter (2020), volunteered in the extension project "Playful Activities: A Differentiated Approach to Biology Teaching-Learning Process" (2021-2022), and held the position of President at the Biotechnology Student Center (CABiotec, 2022-2023).

Andrey Camurça da Silva, Municipal Education Secretary

Bachelor's degree in Mathematics and Physics from the Federal University of Western Pará. Has an interest in the field of Education, with a focus on Educational Assessment, Didactics, and cognitive theories related to teaching and learning. Specifically, has an interest in topics such as educational testing, statistics applied to education, self-efficacy, the concept of meaningful learning, Anthropological Theory of Didactics, School Dropout, and educational technologies.

Aline Pacheco, Federal University of Western Pará

She holds a Bachelor's degree in Veterinary Medicine from the Federal Fluminense University (2003), a Master's degree in Animal Production from the State University of Northern Fluminense Darcy Ribeiro (2005), and a Ph.D. in Animal Science from the State University of Northern Fluminense Darcy Ribeiro (2008). During her Master's degree, she worked on performance evaluation and production and reproduction data of Guzerá cattle in different breeding systems, and during her Ph.D., she focused on productive and morphometric evaluation, growth curves, and sexual behavior of sheep.

Mourão Ramos Azevedo Mourão Ramos Azevedo, Federal University of Western Pará

She holds a Bachelor's degree in Biology from the State University of Maranhão (1998), a specialization in Sanitary Surveillance and Epidemiology from the University of Ribeirão Preto (1999), a Master's degree (2007), and a Ph.D. (2011) in Animal Science from the Federal University of Piauí. Currently, she is a professor at the Federal University of Western Pará (UFOPA). She has experience in the fields of Biochemistry, Cell Biology, Animal Nutrition, Environmental Education, and Undergraduate Thesis supervision.

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Published

2025-06-17

How to Cite

Leal de Sousa, C., Neves de Oliveira, P. L., Camurça da Silva, A., Pacheco, A., & Mourão Ramos Azevedo, M. R. A. (2025). Playfulness in Biology Education: Incorporating and Examining the Impact of Playful Strategies. Revista Eletrônica Ludus Scientiae, 9, 29–43. https://doi.org/10.30691/relus.v9.4169

Issue

v. 9 | 2025: Ludus Scientiae - Publicação Contínua (Continuous Publishing)

Section

Artigos Científicos de Pesquisa

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