Utilização de jogos didáticos para o ensino da tabela periódica

Abstract

Some researchers report the difficulty faced by students who cannot easily associate theory with practice in the teaching-learning process of Chemistry. In this sense, this study defends the use of games as a way to facilitate this association, providing the EJA student with a better understanding, thus contributing to the fixation of the contents. That said, this research aims to investigate the applicability of using games as a didactic resource in the chemistry teaching process. It deals with a case study developed in a qualitative approach. The use of active methodologies was analyzed, specifically the application of games using chemistry content, trying to observe if the student can learn and relate the proposed contents to his daily life. As a theoretical contribution, we analyzed books, academic productions and journal articles, relying on authors such as Piletti (1988), Paiva (1973), Morán (2013), Kishimoto (1994), bringing their ideas on this topic to the discussion. The research subjects were 15 students from the 1st year of the EJA class at a state school in the city of Itumbiara-Goiás. Activities were developed during four meetings, through field research. The data were obtained from a questionnaire with semi-structured questions, before and after the intervention, as well as through the observation of the students' resourcefulness with the applicability of the games during the meetings. The result of this work showed that it is possible to learn content related to Chemistry through playfulness, and the use of games serves as an instrument to stimulate participation and remedy students' difficulties. During the applicability of the games, their interest and involvement was observed, considering that they were provided with an instigating and pleasant environment for learning the contents. These findings were confirmed by the questionnaires answered and the debates held in the classroom. Thus, it is concluded that the use of active methodologies, specifically the use of games in the Teaching of Chemistry, becomes a motivating and facilitating tool in the teaching-learning process.