ANALYSIS OF HIGH SCHOOL STUDENTS' LEARNING ABOUT THE CONCEPT OF SELECTIVE COLLECTION IN THE PRODUCTION OF DIGITAL AUTHORIAL GAMES IN A TECHNOTEACHING CONTEXT

Abstract

Excessive consumption generates solid waste that requires reuse and management. Environmental Education is an ally in this cultural development, but it has been neglected, especially regarding the understanding of the concept of Selective Waste Collection, with an emphasis on theoretical classes and little practical experience. The objective, therefore, is to analyze the learning of third-year High School students about the concept of Selective Waste Collection when developing digital games as a type of Digital Educational Authorial Material (MADE). The research, funded by Funcap, is qualitative and based on Design-Based Research (DBR), executed in six stages: Focus, Understand, Conceive, Apply, Evaluate, and Redesign. The Teaching Learning Sequence (TLS) consists of eight interdisciplinary interventions and, upon approval by the Ethics Committee, is implemented with 22 public school students in Fortaleza, Ceará. Data analysis is interpretative by comparing the results of the Initial and Final Questionnaires, using two categories: correct and incorrect, followed by classifying student learning as progress, deepening, regression, oscillation, stagnation, and completion. In developing digital games about Environmental Education, most students entered the learning process, demonstrating more progress than regression in both defining the concept of Selective Waste Collection and identifying waste bins in an applied context. However, in specific situations, they stagnated, revealing that the technoteaching TLS faculty contributed favorably to their learning.