Escape Room: recurso pedagógico para o ensino de química

Abstract

Sometimes disciplinary education is offered in a teaching trend based on reflecting the interest of teaching chemistry, which ended up making the study of education, supporting a traditional education for the teaching-learning process. Therefore, there is a need for discussion about the improvement of the teaching-learning process. This work aims to qualify the use of the Escape Room game as a pedagogical tool, and that it can contribute to the teaching-learning process. The choice of Escape Room for this study was based on the characteristics of this game, such as: richness, dynamism and innovation. The use of this job tends to provoke in the student a feeling of challenge, making him put into practice the knowledge, for the resolution of the proposed puzzles. In this way, this game was in the molds that characterize a mysterious theme, a mysterious theme is created, a puzzle built in the game, and then the students are locked in the room and challenged to students, who can cover the students are locked in room and challenged to the most diverse syllabus and move between the different levels of difficulty. This game was applied to students of the 7th period of the Degree in Chemistry of the Instituto Federal de Goiás (IFG), Campus Anápolis-Goiás, with a teaching of students taught in the 1st year of high school. The results of this pedagogical game, if effective, are identified as functions that permeate the game, as well as the balance between them, which demonstrate a versatile versatility.