Interfaces between biology teaching and environmental education: potential of the terra nil digital game

Abstract

In the midst of the global crisis of the 21st Century, as well as its intense technical-scientific transformations, Biology teaching plays a crucial role in the formation of socio environmentally responsible and conscious citizens. In this context, the link between Biology teaching and Critical Environmental Education (EE) leads to the construction of new values and knowledge from the structuring perspective of socio-environmental issues; as well as encouraging training for citizenship in a contextualized and politicized way. Currently, digital games are widely consumed and disseminated in society and address topics related to citizenship and the environment, emphasizing the need to investigate their potential for the educational context. Given this context, the objective of this research was to analyze the potential of the digital game Terra Nil for teaching Biology and Environmental Education. The nature of this research was qualitative and documentary in nature. Data collection took place through the extraction of textual and image elements present in the game from its reproduction. Screenshots were taken with the software PhotoScape X and the textual elements present were transcribed. Furthermore, notes were made on general aspects of the gameplay. Data analysis was mediated by Content Analysis (CA) assumptions. Concerning the potential for teaching learning, it was evident that the game does not focus on narrative and focuses on instructions and texts. Game rules have the potential to stimulate cognitive skills such as problem solving and decision making. The game demonstrates potential as an educational resource for educational activities, but the mediation of the educator is necessary. In terms of the interfaces between Biology teaching and EA, the game disregards human beings, and, despite addressing important concepts, presents some conceptual mistakes in Biology. Topics such as fires, pollution and radioactivity are covered, but with certain conceptual distortions that can make understanding difficult. It presents an optimistic and salvationist bias in relation to ecotechnologies. Therefore, their approaches are predominantly linked to Pragmatic EE. Despite these setbacks, it proves to be a valuable resource for generating problematizations around its approaches and motivating students to discuss the themes present in its content, from the perspective of Critical EE. Within the scope of the potential of JD elements for the teaching learning process, the categories adopted point to educational benefits that can provide active participation by students, as long as they are mediated by educators. The two categories suggest that their content dialogues with skills and themes valued by the Biology curriculum.