JOBQUÌM: atividade lúdica para o processo de aprendizagem de nomenclatura de hidrocarbonetos

Abstract

Games have been utilized as alternative didactic tools applied to learning processes in chemistry, since they allow students to get motivated and willing to learn the contents in a more dinamic and funny way, building knowledge together with teachers and classmates. However, many students still have difficulty to understand, for example, hydrocarbon nomenclature, as well as their molecular structure. Thus, willing to improve this occurance, this research intended to build a JOBQUIM and apply it to high school students in order to see whether it allows them to learn hydrocarbon nomenclature. The definition of JOBQUIM emerged from the difficulty presented in the literature to characterize games and playing. Thus, based on definitions and concepts found in the literature, JOBQUIM was created, which is a ludic activity that mixes the characteristics of games and playing. The field research was of qualitative descriptive bias as showed by Godoy (1995). The participants of this research were sophomore high schoolers from a school located in a peripheral neighborhood of Londrina. A worksheet and a questionnaire were utilized for the data collection, whose results were structered and analysed according to Bardin’s (2011) content analysis. The results showed that JOBQUIM allowed students to learn the hydrocarbon IUPAC nomenclature, besides opportunizing the development of team working, the overcoming of difficulties and the establishing of a better teacher-student relationship, thus promoting more dinamic and funnier chemistry classes.