O Minecraft como recurso para o ensino e aprendizagem de Física no ensino médio

Abstract

Digital games, such as Minecraft, when used for educational purposes can provide a means to facilitate teaching and learning by providing an environment where students create, explore and solve problems in a practical way. In this research we seek to investigate how the game's functionalities, which simulate various physical phenomena, can be applied to address various concepts of the discipline. To do so, we sought to answer the following research problem: How can a learning environment built on Minecraft, structured from the combination of the Cognitive Flexibility Theory (CFT) and Bloom's Revised Taxonomy (BRT), in a sequence of four stages (observation, studies, activities and creation) contribute to assist the teaching and learning of Physics in high school? To try to find the answers, we developed a learning environment built on Minecraft and applied this environment through a teaching project to a group of students from technical courses integrated with high school at the Federal Institute of Education, Science and Technology of Goiás (IFG) - Campus Jataí. This learning environment consists of a Minecraft world, with nine thematic modules, in which various physical concepts are worked on with students. The structure of the modules was built based on a sequence of four stages, elaborated from the theoretical assumptions of CFT and BRT. Methodologically, the research was of an interventional nature, of the application research type. In addition to the thesis, we also developed an educational product linked to the research, entitled "From blocks to artifacts: A mosaic of resources to teach and learn Physics with Minecraft", which consists of a set of eight artifacts, which incorporates, in addition to the game environment, its entire process of elaboration, construction and application. The analyses and results of the research showed that Minecraft can contribute to the teaching and learning of Physics in high school. This is because it offers an engaging, interactive, and flexible learning environment, in which physical concepts can be presented through structures built within the game, facilitating the understanding of the relationships between blocks and physical phenomena and promoting the practical application of content in study and problem-solving situations.