Human Embryology teaching mediated through a virtual environment room

Abstract

Difficulties linked to the way of how we understand and present Human Embryology contents are aggravated by traditionalist characteristics still identified in the educational field. The way this science is taught must be based on interactive didactic resources, enhancing the best visualization of its phenomena. In this context, guided by the David Ausubel's Meaningful Learning Theory, the Human Embryology Virtual Environment Room was developed strengthening this content's teaching-learning process through a virtual game resource that dynamically represents Human Embryonic Development main phases. This resource was submitted to appreciation by Basic Education expert teachers, validating it as an educational product, assessing didactic, methodological and other issue related aspects through an electronic validation form. The quantitative results analysis and interpretation was carried out using Likert's Scale Median Ranking calculation; qualitative data was analyzed under Lefèvre & Lefèvre's Discourse of Collective Subject precepts. The results demonstrate that the educational product has been validated by expert teachers and it is possible to infer that it does constitute a potentially significant product for Human Embryology teaching.