Jogo lúdico como estratégia didática para o ensino da periodicidade da tabela periódica: “cara a cara periódico”

Abstract

The abstraction of chemistry content can promote negative consequences for learning, directly affecting the quality of education in schools. The students' lack of interest correlated to a traditional teaching focused on memorizing the content, discourages students, making the learning process even more difficult. Disconnected classes that do not match the content studied in everyday life are frequent, as there is no reason to study something that is not observed in a suitable application in your daily life. One of the possible measures to be adopted is the use of teaching strategies, with the aim of promoting the understanding and learning of chemistry by stimulating students' logical and critical thinking. The ludic game as a didactic resource has the role of developing knowledge and awakening socialization among students, strengthening the teacher-student interaction, in addition to placing the student inserted in the content, since his development in the game will only depend on the knowledge and strategies applied for him in the game. In this perspective, the present work has the purpose of using the ludic game as a didactic resource to be used in the teaching methodology for learning the periodicity of chemical elements being inserted in the teaching work.