Banca de DEFESA: BARTIRA DUNKE DE MELLO PEREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : BARTIRA DUNKE DE MELLO PEREIRA
DATE: 22/08/2025
TIME: 14:00
LOCAL: Anfiteatro das Aves - Centro de Biociências
TITLE:

An escape room game to assess abstract thinking about high school biochemistry and sustainability content

KEY WORDS:

Biochemistry, Evaluation, Abstraction, Games, Escape Room.

PAGES: 232
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

People must understand the physical, chemical, and biological characteristics present in environmental dynamics to promote sustainable development that respects the balance of these dynamics with fewer negative impacts on the environment. Achieving this goal becomes even more complicated when students face learning difficulties in Natural Sciences. One of the challenges in this area is abstraction. In this context, the Game-Based Learning methodology can be used to learn content, develop competencies and skills, and assess the learning process. Escape Rooms are a type of game that has been explored in Natural Sciences teaching because they present challenges for students to solve, applying relevant content, competencies, and abilities to the teaching and learning process. Among Natural Sciences subjects, Biochemistry is a key area of Biology for promoting sustainable development, as it studies how the set of inanimate molecules constitutes living organisms, maintaining and perpetuating life governed solely by chemical and physical laws. Studying this area requires students to frequently utilize their abstraction skills. A research question thus arises: How can escape room games be used to assess students' abstract thinking skills regarding biochemistry and sustainability in high school? The overall objective of this study was to investigate the use of an escape room (ER) game as an assessment tool for abstract thinking skills regarding biochemistry and sustainability in high school. To this end, an exploratory, qualitative, and descriptive study was conducted, organized in four stages. The first stage involved a systematic literature review to investigate how escape room games have been used in the study of biology, physics, and chemistry. The second stage resulted in the technical product of this research, an escape room game about biochemistry and sustainability in high school. The third stage presented a proposal for using this game as a diagnostic assessment tool, with considerations regarding planning, the equivalence of challenges with a traditional assessment, the types of records that can be made, the correction of possible responses, and the limits for assessing students' abstract thinking skills. The conclusion was that the proposed game assessment is comparable to a traditional written test to assess whether students have achieved the learning objectives. However, both have limitations for a more accurate diagnosis of abstract thinking ability when students are unable to achieve the expected learning objectives. The fourth stage involved investigating the game's applicability with students, which yielded positive results regarding motivation, fun, and attention, but negative results regarding stress. Most participants stated that they would recommend the game to their teachers. Therefore, this work contributed to the use of an ER-type game as an assessment tool, fostering diversity in teaching practices in Biochemistry.

COMMITTEE MEMBERS:
Presidente - 1976579 - BRUNO SANTANA DA SILVA
Interno - ***.503.654-** - KLEBER TAVARES FERNANDES - UFERSA
Externo ao Programa - 1149356 - ELIZEU ANTUNES DOS SANTOS - UFRNExterno à Instituição - AIRTON ARAÚJO DE SOUZA JÚNIOR - IFRN