Contribuições do jogo pedagógico: Escape Room para o ensino de Química.

Abstract

The game Escape Room has been used as a teaching strategy in different areas. This type of game features a story with a beginning, middle and end, in which the player finds himself trapped in an environment and needs to solve puzzles to free himself. The Escape Room, when played in a group, allows collaboration and cooperation between students, actions that contribute to a good diagnosis and learning of concepts. The project seeks to propose and evaluate the pedagogical game as a strategy for discussing and evaluating chemistry concepts. In this paper, the game seeks to carry out discussions about the different contents of chemistry covered in high school. The game was applied in two classes of the 3rd year of high school, a school located in the city of Anápolis (Goiás). This qualitative research used content analysis as a data analysis method. Based on Piagetian theories, the research validates itself in the conceptions of assimilation and accommodation, which are inserted in the child's growth stages. The results obtained showed that the game, for these groups, showed great evidence in the Diagnostic Educational Function of the pedagogical game. Other functions of the pedagogical game could also be observed, but in lesser emphasis, indicating that it is necessary for the teacher to act in the reformulation of the game for future applications. These functions may appear more balanced by changing the approach used in the game, such as reviewing content before application and with better visual production of the game. In this way, the game as a teaching tool contributed to the elucidation of new ways of teaching and learning, thus opening space for more attempts at applications based on the concepts of games in the escape room format. Piaget's (1972) contributions on learning were the theoretical basis of the work.