Gamificación como estrategia didáctica para la consolidación del PEA de Biología en el 3ro BGU de la UE Luis Cordero

Abstract

The purpose of this curricular integration work is to implement gamification as a didactic strategy aimed at third-year students of BGU parallel A of the Luis Cordero Educational Unit in the selected topics of the following thematic units, "Living beings and their environment”, “Ecology and population growth of human beings” and finally “Anatomy and physiology of living beings”. Taking into account that, after the pandemic, many students will lose basic skills such as: critical, problem solving, lack of participation and with this, the lack of knowledge about the content is evident, as well as the insufficiency in developing their skills. with performance criteria in the aforementioned units. The research is of a pre-experimental type with a mixed approach, that is, qualitative and quantitative, it has a population of 29 students belonging to BGU parallel A and a Biology teacher. In order to collect data, we proceed to use methods such as: participant observation, through the observation sheet, interviews, surveys, pre-test and post-test. The same ones that allow evidence in the diagnosis and observe how the situation of the problem is, that is, there are shortcomings in the consolidation phase. The results indicate that by applying gamification as a didactic strategy, it allows contributing to the problems detected in the consolidation phase, as well as allowing the development of their skills with performance criteria in the units described above. The implementation of the proposal is divided into several phases, which are: Design of the proposal, development of microcurricular planning, implementation of the proposal and finally its evaluation, through the analysis of the methods, techniques and applied instruments. It is concluded that gamification as a didactic strategy contributes not only in the consolidation phase, but also constitutes an advantage for the development of skills with performance criteria planned for each topic, another advantage is that while students play they learn. the content of the class, so that this knowledge can be incorporated and used in their daily life.