Serious games: uma abordagem conceitual da aprendizagem baseada em jogos no ensino de ciências

Abstract

All of us, at some point in our lives, have come across some kind of game. Authors point out that it is undeniable the presence of games in all societies, characterized as timeless activities with certain social relevance. Thus, the games were incorporated into the cultures and permeated the social institutions, including the school environment. A relevant question arises, which is the core of this research: is it possible to learn by playing? To answer this question, we should revisit the history of our country, tracing an itinerary of the periods faced until the present day, analyzing the beginning and the evolution of the pedagogical methods used, trying to find moments that indicate the use of active methodologies. We must also analyze the social context, in such a way that some definitions associated with the term game may be far from the real meaning. To be able to investigate the totality of the word game and all associated terms, we used philosophy. The theoretical foundations that guided the research are related to Game based learning (GBL), authors that correspond to the fields of knowledge mentioned above. Seeking to give a better contour to GBL, we used the term Serious Games understood as games directed to the fulfillment of educational goals in its various aspects. In possession of the theoretical framework, a research was conducted to verify the games available for science teachers, in a qualitative and quantitative way. The results led to the proposition of an educational product that seeks to contribute to the teacher's education, whether initial or continuing, through the stages of Instructional Design. The goal was to understand the subject, the scenario, and the tools available, so that the teacher can create their own games and make their files available in digital repositories.