Jogando também se aprende: análise da construção e utilização de um jogo para o ensino da tabela periódica

Abstract

Making learning possible is a constant methodological challenge for all teachers. In high school chemistry, learning in an enjoyable way can become an opportunity for students to be motivated to participate and act actively in their learning process. The scope of this paper is to investigate the possibilities of building and using a game in chemistry classes in the first grade of high school. This theme is justified since methodological innovation in chemistry is still a challenge for most teachers. For this, initially, a bibliographic research was carried out, as a form of foundation, and several questions were also asked with the students, trying to identify what are the main difficulties presented by them and what is their previous knowledge about the periodic table. After that, a playful methodology was carried out with the construction and use of a game to contribute to the motivation and understanding of the content by the students. The universe of the research was the students enrolled in the first grade of a state high school in the city of Marilândia do Sul. This is a qualitative research with a descriptive and interpretive approach, since the data analysis made use of the participants' writings, speeches, and actions. For this analysis, it was chosen the Qualitative Analytical Analysis that was proposed by Yin (2016). As an Educational Product, a didactic game was built with the collaboration and participation of the students. It was noted that, throughout the research, the construction and use of the game brought contributions and methodological alternatives, which made it possible to make the chemistry class more attractive, facilitating the understanding of the content. This fact can be observed through the students' speeches and their performance in the activities.