Design educacional baseado em pesquisa : jogo didático para o letramento ecológico

Abstract

The definition of the Anthropocene as a new geological epoch underscores the dominance of a single species – humans – over all others, driven by domestication, deforestation, agriculture, urbanization, and mining. A marked decline in global biodiversity serves as evidence of this era. To address this issue, we adopt the thesis that ecological literacy should be a primary goal of ecology education. However, existing ecology teaching activities often prioritize playfulness and memorization, which are insufficient for informed decision-making on biodiversity issues. This study aims to foster ecological literacy through an educational game that emphasizes the observational nature of ecology and higher-order cognitive processes such as understanding, analyzing, and evaluating. The game's development follows the research-based educational design methodology, with questions structured according to Bloom's Revised Taxonomy, covering lizard ecology and ethnoherpetological knowledge. The resulting educational game offers teachers a resource to explain and assess the relationships be tween human actions, especially urbanization, and the conservation of lizard species for elementary and high school education.