Treading the path of Knowledge: the use of game-Based Learning for teaching DNA and RNA in the Final Years of Elementary School

Abstract

This article aimed to develop and evaluate an educational game that promotes conceptual development about genetic material (DNA and RNA) for 9th-grade students in Elementary School. The central resource was the game “Genetic Trail of DNA and RNA”, developed as part of a methodological strategy to facilitate the learning of abstract and complex concepts. The theoretical framework is based on Vygotsky's Historical-Cultural Theory, which emphasizes the role of social and cultural interactions in the construction of knowledge, along with studies on active methodologies, focusing on the use of games as a pedagogical tool for complex scientific content. The qualitative methodology, based on Yin, involved observations and group discussions, which made it possible to identify the students' spontaneous knowledge. After a dialogic lecture, the students played the game. Data analysis showed that most students considered the game fun, interactive, and collaborative, increasing their interest in the activity. Furthermore, the game contributed to the progression from spontaneous to scientific concepts, such as the structure and function of DNA and RNA. Interaction during the game created a supportive environment, fostering cognitive development within the Zone of Proximal Development, as proposed by Vygotsky. The use of educational games in Science teaching – especially in genetics – proved to be a promising strategy to make lessons more dynamic and engaging, encouraging other educators to adopt active learning methodologies.