Possibilidades e limitações do uso de um jogo digital educacional para abordar aspectos da natureza da ciência

Abstract

This research stems from a common concern in Science education: the way many students still perceive Science as something absolute, almost infallible, and scientists as figures of unquestionable authority. Although this perception is understandable, it can hinder the development of a more critical and realistic view of how scientific knowledge is produced, discussed, and transformed over time. With the aim of fostering a more reflective and contextualized approach to the so-called Nature of Science (NoS), the investigation proposed the use of a digital game as a pedagogical tool at the beginning of undergraduate studies for future Science teachers. The choice of this strategy is grounded in recent studies that highlight the potential of games to create more engaging learning experiences for students, while also developing cognitive and social skills that are essential for teaching practice and for life in society. The focus of the research was the development and evaluation of the digital game Unawareness of Truth, a prototype created with the purpose of exploring fundamental aspects of the NoS. Set in a dystopian world, the game follows the journey of the scientist Anna, who is confronted by the ethical and social consequences of experiments that contributed to the collapse of her society. To help provide the theoretical framework for the development of the proposed game, a systematic review of the scientific literature was conducted using the PRISMA methodology, along with the application of a Likert-scale questionnaire among Chemistry undergraduates. The results revealed that, despite technical limitations, the game proved relevant as a pedagogical resource, mainly because it encouraged important discussions about Science as a human construction – marked by dilemmas, revisions, and social and historical influences. In this context, the game demonstrated itself to be a viable alternative to break away from excessively expository teaching practices, encouraging a more critical, broad, and integrated understanding of Science. The combination of narrative, interactivity, and scientific content proved to be a powerful form of engagement, especially in teacher education, where future educators need to be prepared to address Science in a contextualized, ethical, and socially responsible way. It is concluded, therefore, that the use of digital games – such as Unawareness of Truth can make a significant contribution to teacher education in Science, offering creative and reflective pathways to make teaching more meaningful, human, and connected to contemporary challenges.