Análise das atividades promovidas por um jogo sobre propriedades da tabela periódica

• Ano de defesa: 2014
• Autor(a) principal: Gimenes, Elen
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Jogo; Tabela periódica; Teoria da atividade; Química.; Ciências Agrárias; Zootecnia
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/1673

The research exposed in this dissertation was guided by the objective of investigating situations in which the game encourages learning. With the participation of 150 students from 1st year of high school in the discipline of chemistry, we prepared a game with questions from the content of the periodic table and their properties with a view to bring the student to engage with the proposed activity and modify their design discipline . The research was based on a qualitative approach. To collect data, a questionnaire with open-ended questions were used to measure prior on the content of chemical knowledge and also about the alternative conceptions of leisure activities , and observations about the educational game applied to nine contemplated classes , whose actions were recorded by means of field diary , filming and recording . This activity aimed to evaluate the potential of the game in the aforementioned discipline. In the dissertation, are initially presented the theoretical foundations of gaming and Activity Theory Leontiev, monday to which the student is considered as an active subject. Also presented a categorization analysis, drafted as a result of the questionnaires and speech of students and the referential content analysis. Then discussed the results of the analysis. It is concluded that : during the activity, the students began to use the higher mental functions , as is evident in the questions and answers that made colleagues and teachers, group work allowed social interaction and appropriation of new knowledge.