Mediação do lúdico como fator de motivação na aprendizagem significativa no ensino de tabela periódica

• Ano de defesa: 2015
• Autor(a) principal: Andrade, Francisco Neuzimar de Azevedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Tabela periódica dos elementos químicos; Jogos educativos; Aprendizagem
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/11151

The need to develop a significant learning induces the teacher the production and application of new strategies for transmission and reception of content. In this context, the application of educational games in teaching makes the work more dynamic and efficient teaching. Researchers indicate that the use of educational games as psycho feature can be of great importance for learning, bringing to the student the opportunity to learn content through more dynamic methods in the classroom. When the playful aspect is aroused in the student, facilitates learning, mental development to content, contributing to a significant learning. The educational game is one of the tools that teachers can develop to assist in the construction of knowledge in any area of education. Considering the importance of learning about the periodic table and the use of educational games in aid of education, this study aimed to produce an educational game and analyze its contribution to meaningful learning of the periodic table content in high school. They were initially developed and applied two questionnaires with teachers from a private school in the city of Sobral-CE. The questionnaire covered the teaching of the Periodic Table through the adopted textbook, the use of educational games as a teaching and learning tool and a selection of thirty (30) chemical elements considered relevant , which were used as parameters in the preparation of the material. In the second phase was produced, along with the students in each grade, a board game with 30 elements and their characteristics. The game was applied on 1st class, 2nd and 3rd years totaling 99 participants. Data were collected through participation and implementation of pre-and post-test questionnaires. There was a participation and interaction in the classroom playing a pleasurable learning. After application of game data were collected and compared with the previous information the application, there was a substantial increase in learning about the chemical elements and the periodic table.