O jogo como recurso didático para o ensino e aprendizagem de funções inorgânicas

Abstract

In chemistry as in other exact subjects, many students still have difficulties in the learning process, because the methodology adopted by classroom teachers follows, in most cases, the traditional teaching model, where there is no use of different methods and teaching resources. This paper aims to develop a game as a didactic resource to chemistry teaching emphasizing learning about inorganic functions for high school students in a contextualized way. The research was qualitative and the methodology adopted is based on bibliographic research, case study and field research. Data collection was developed by applying two questionnaires, one applied before the game and one after the game. Although it is important to use the game as a didactic resource in the classroom is still little used, being related mainly to the discipline of physical education. It was found that the students had contact with the subject addressed in the game, but not in a contextual way bringing objectivity and emphasizing the relevance of the subject’s significance. In this sense, the use of contextualization and interdisciplinarity adjacent to the teacher’s teaching methodology is evident as propositional, placing the game as a mechanism that contemplates these points, but in a thought-provoking way. From these results we can conclude that the use of the game contributed to the students learning about inorganic functions through a differentiated and contextualized teaching.