Abstract
Objective: To describe the perception of students about the use of the detective game strategy in active methodologies for content review. Method: 22 students of both sexes, with an average of 23 years old participated in a board game as a didactic-pedagogic resource for content of a theoretical and practical module for the review of an undergraduate course in Speech, and Hearing Sciences on the topic in adults and elderly. Conceptual issues and clinical cases were presented to the resolution of the participants, so that, they could integrate theory with clinical practice. The participants responded to a guiding question on the proposed dynamics and the results were handled with content analysis technique. Results: the strategy was described as a dynamic intervention, which opposes the non-participatory model, considered with consistent and significant efficiency to the review of the desired content as flattering to the construction of collective and appropriate knowledge to the module's purpose. Conclusion: the responses obtained showed a positive perception of the students of the research regarding the use of the Language Detective game as a teaching and learning method.
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