Jogo lúdico como estratégia contextual para o ensino de hidrocarbonetos

Abstract

Organic Chemistry, as it contains very specific and theoretical content, causes many difficulties for students. Nomenclatures are difficult to memorize and associate with everyday life. As a consequence, students become demotivated, as they do not understand the content, which is often approached systematically by teachers who are also unmotivated due to lack of resources, low salaries and disrespect in the classroom. The teaching of Organic Chemistry can become more accessible and dynamic through teaching instrumentation carried out by teachers. The use of playful games can be a strategic resource option for teaching transposition. From this perspective, the present work presents a playful game as a contextual strategy for teaching hydrocarbons, to be used as a teaching resource, to work on exercises in an unconventional way, attracting students' interest.