Uso dos jogos didáticos como ferramenta pedagógica na disciplina de biologia: revisão de escopo

Abstract

Traditional education in Brazil, based on expository and minimally interactive classes, has proven limited in fostering meaningful learning, especially in complex disciplines such as Biology. In this context, educational games emerge as an innovative pedagogical strategy capable of motivating students, facilitating the understanding of abstract concepts, and pro-moting greater engagement in the learning process. This study conducted a scoping review of national scientific production from the last five years (2020–2024) to map the use of educa-tional games in Biology teaching, identifying the most commonly used types of games, the biological themes addressed, and the main impacts of this tool. The methodology followed the stages proposed by Arksey and O'Malley (2005), including searches in the SciELO, Goo-gle Scholar, and CAPES Portal databases, using descriptors such as “educational games” and “Biology teaching”. Fourteen articles meeting the inclusion criteria—such as publication in Portuguese, open access, and a focus on secondary education—were selected. The analysis revealed that analog games (board games, cards, bingo, and dominoes) were the most fre-quent (71.4%), while digital games accounted for 28.6% of the studies. The most addressed themes were Genetics (28.6%) and Cytology (21.4%), followed by Evolution, Zoology, Bo-tany, and Biochemistry. The results highlighted six main impacts of educational games: (1) facilitating the learning of complex concepts; (2) increasing student motivation and engage-ment; (3) promoting socialization and teamwork; (4) developing cognitive skills, such as critical thinking and creativity; (5) offering an alternative to traditional teaching, making classes more dynamic; and (6) accessibility, with the use of low-cost materials, though limi-tations such as planning time and poor school infrastructure were noted. The predominance of analog games reflects the reality of Brazilian public schools, where the lack of technolo-gical and financial resources hinders the adoption of digital games. The emphasis on Gene-tics and Cytology suggests that these areas, due to their abstract and complex nature, benefit more from playful approaches. The findings align with constructivist theories and meaning-ful learning, reinforcing the student's active role in knowledge construction. However, gaps were identified, such as the scarcity of comparative studies between analog and digital ga-mes, the lack of research in diverse educational contexts (rural areas), and the need for tea-cher training to effectively implement these methodologies. It is concluded that educational games are valuable tools for Biology teaching, transforming learning into a more dynamic and meaningful process. However, their effectiveness depends on adaptations to the school context, investments in infrastructure, and teacher training. Future research should explore longitudinal studies to assess knowledge retention, adaptations for students with special ne-eds, integration with other active methodologies, and comparative analyses between diffe-rent types of games. This study contributes to the discussion on innovative pedagogical prac-tices, providing insights for educators and researchers interested in enhancing Biology tea-ching through playful and interactive strategies.