Jogo digital de plataforma 2D como organizador prévio no ensino de física

Abstract

Both in the school environment and in our daily lives, Physics is almost always remembered as a discipline that is difficult to understand. This is due, in most cases, to the way in which it is taught, namely, full of formulas and dissociated from the students' daily events. The theory of significant learning proposed by David Ausubel considers prior knowledge in the learner's cognitive structure important, so that this prior knowledge is related to the new knowledge that will be acquired. This research carried out a practical approach and reported a didactic experience from the development to the application of a 2D digital game with the objective of acting as a previous organizer, aiming to assist the teaching and learning process of Newton's laws in the discipline of Physics in high school. Entitled Newtônia, the game was developed in its entirety using free tools such as the Godot Engine, the sites gameart2D, freesound and pixabay, following the steps indicated by the OriGame methodology: Design and Project; Production and Implementation. This methodology was adopted due to its characteristic of delivering successive refinements, adapting itself to this project. At the end of the development of the game, the didactic experience was applied with students from the Technical Course in Computer Science for Internet integrated to High School, from the Federal Institute of Paraná, Campus Telêmaco Borba. To evaluate the previous organizer, during the Physics classes, a pre-test and a post-test were applied, composed of 16 objective questions extracted from the Force Concept Inventory (FCI), which is a test with objective questions which measures the mastery of concepts that are commonly taught in the first semester of Physics. The present research is of the qualitative type and the analysis of the results presented a positive result, with an increase in the average of correct answers of the class in the post-test when related to the result of the pre-test. In addition, this playful approach demonstrated good acceptance by students, who evaluated it positively at the end of its application and showed greater interaction during class.