O uso do lúdico no ensino de química: uma visão discente

Abstract

Studies show that teachers live in a constant read in order to find out what the best methodology to be applied in the classroom. It is also known that there is no single methodology or teaching resource for this, because research shows that there is a range of resources that should be measured and added in order to conduct a good class aimed at advancing in the teaching room of learning. The playfulness through educational games is one of the most varied resources that are present in all cycles of basic education, so much harder in the early grades due to the promotion of a relaxed and pleasant interaction and learning among student-student and student-teacher that the game provides. When they get to high school students encounter many difficulties, especially in accurate, as the chemistry discipline. Thus, this study sought to ascertain the views of students in a class of 1st year of high school compared to playfulness, ie by applying an educational game "Domino Chemical". The research here not sought to quantify the evolution of the class, but what they think of the inserted playful as a resource in chemistry class offsetting with lectures, and two questionnaires brought positive results and favorable to the playfulness, while pointing out the evolution of class researched to the studied content.