A contribuição do jogo Dominando as Funções Inorgânicas como uma ferramenta de aprendizagem significativa nas aulas de química para o ensino médio

• Ano de defesa: 2023
• Autor(a) principal: Costa, Tatianna Beserra da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Química - Estudo e ensino; Jogos didáticos; Aprendizagem significativa; Chemistry - Study and teaching; Educational games; Meaningful learning; CNPQ::OUTROS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/75258

In order to make chemistry teaching more meaningful, many researchers and educators face as a major challenge the students' lack of interest in the subject of chemistry added to a great difficulty in learning the content, probably triggered by the use of a traditional approach. This way, it´s evident that there is a need to work with other methodological teaching strategies that assist in the teaching and learning process. This research aimed to investigate the didactic potential of construction and application of the game “mastering inorganic functions”. The present study was anchored in research by ausubel, 2003; cunha, 2012; fialho, 2008; kishimoto, 1994; soares, 2016. The research had a bibliographical nature, of a qualitative nature based on pedagogical intervention to support the problem situation, applied in a public school in fortaleza- ce, located in jóquei clube neighborhood, in a 12th grade high school class at the teaching elementary and middle school heráclito de castro e silva. The development of the research occurred with the construction and application of a game entitled, “mastering inorganic functions”. In the first stage, the predominantly traditional methodology was applied and in the subsequent stage, the didactic resource was explored, seeking meaningful learning. Theinstruments used were four questionnaires: a socio-educational profile, a survey test, atheoretical-specific, evaluation of the resource, in addition to observation and photographicrecords. The analysis of the results showed that the use of the game studied worked as support for promoting satisfactory learning, as it helped in the search for knowledge, which became more evident in the construction stage of the game resource, where students demonstrated autonomy in seeking the content studied through research, praising the incentive for researchand students were able to go further in terms of applicability in everyday life, sparking greater interest in studies related to chemistry. At the end of this study, an educational product was created: a manual on the construction and application of the didactic game produced, containing the entire application sequence of the methodology applied in this research, in order to allow reproduction and use by other teachers.