O RPG eletrônico: uma atividade lúdica voltada para o ensino de cinética química no ensino médio

Abstract

The reasons that make high school students presents learning difficulties in school contents in the subject of Chemistry are often associated to the way in which classes are taught by teachers and also the fact that many students present knowledge gaps of previous subjects that are necessary to understand that discipline. Among the contents of Chemistry that presents highest rates of learning failures, according to the research in Capes Periodicals and Scielo Portal in articles that were published between 2002 and 2017, is the Chemical Kinects. The reasons for difficulties are often linked to the lack of interest in the subject and may interfere, not only in the students performance in school testes about the subject, but also in the entrance to higher education, in tests of related subjects even in solving everyday problems. As a way of contributing with the teaching area of Chemistry the authors of this paper created a RPG electronic game about the content of Chemical Kinects. This research aimed to analyze, based on historical-critical perspective, how this game can contribute to Chemical Kinects teaching. Seeking to answer this question, it was developed a didactic sequence that explores how to use the game together with other techniques to attempt these assumptions based on the perceptions of the current needs of education in relation to the chosen content. In this sequence, it is suggested that it be carried out with students: the application of an initial questionnaire, the initial conversation, game application, application of a final questionnaire and the final conversation. The moments before the game application aims to analyze the current knowledge zone of students and their previous knowledge, while the moments after the use of tools are suggested as a way to observe the knowledge acquired during the process. Both the pre and post-game may be adapted by the teacher. The data that refer to the game analysis and its relations with ZID Vigotski’s concept were ordered according to the Bardin’s methodology and the chosen categories for analysis emerged from the readings of cited papers. The reflections resulting from the analysis of the categories leads to the assertion that the product is capable to generate benefits to the learning process in Chemistry, however, with some flaws, such as the content approach on a superficial way or even non-learning by students who act in a passive way. Therefore, the potential of using the product on teaching and learning Chemistry, will depend, in a directly way on how the teacher will adapt on the didactic sequence, considering the ZID of the students during the process based on their initial considerations that are of each individual.