Jogos no ensino de física: elaboração de um jogo de cartas como abordagem no ensino de tópicos de física moderna e contemporânea no ensino médio

Abstract

The teaching of topics of Modern and Contemporary Physics (FMC) in High School, even implicitly foreseen in the Law of Guidelines and Bases, is something little discussed in the classroom by the teachers due to several difficulties, one of them is the complexity of the content that many Sometimes it is treated merely as a curiosity and not as a means of explaining the physical phenomena present in students' daily lives. Taking into consideration the challenge of teaching FMC in High School, there are some approaches that help the teacher in the preparation of the content to be worked in the classroom seeking a better understanding of the subject by the students. One proposal discussed is the use of games in the teaching of physics as a didactic tool capable of balancing the playful function and the educational function in order to facilitate the teaching-learning process. In addition to presenting an alternative methodology, the use of games in the teaching of FMC, in order not to cause contradictions in the teaching-learning process, should be linked to a theoretical foundation legitimized that can validate its application in the classroom. In this theme, we sought to analyze the bibliographic production about games in teaching FMC topics that corroborate David Ausubel's approach to learning theory. From the universe of analyzed works coming from several platforms, only a few approach the games in physics teaching as an alternative to teaching FMC topics in High School and among them, implicitly, some justify their use from the basic ideas that the students have previously and these can be related to the new concepts presented by the game, in this way the subject is fixed perfecting the previous knowledge of the student. As a result of the analysis of these works, it is presented at the end a proposal of a class plan for teaching topics of FMC based on a card game as a didactic support tool using the theory of meaningful learning as guiding the teaching process-learning.