Gamificação e ensino de Ciências : possibilidades e desafios em uma turma de 7º ano da rede pública de Anchieta (ES)

• Ano de defesa: 2024
• Autor(a) principal: Carlos, Fabiane Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Gamificação; Metodologias ativas; Ensino e aprendizagem em Ciências; Formação docente; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/18106

Thinking about new methodological approaches that enhance the teaching and learning process is a challenge for contemporary society. The advent of new technologies and the adaptation of young people to these resources have led education to undergo transformations to align with new realities. Active methodologies, such as gamification, have been gaining acceptance in the educational context by using game elements to promote engagement, motivate, and inspire interest in learning. In this perspective, the objective of the research is to investigate whether the use of gamification with digital technology as an active methodology contributes to the teaching and learning process in Science and to identify the factors that may obstruct its application. The methodology employed was a qualitative approach in the form of a case study. For data collection, semi-structured interviews, questionnaires, in loco observation, group discussions, and field diary were utilized. The participants of the research included one teacher and twenty-five 7th-grade students from a public school in the municipality of Anchieta (ES). The data were discussed based on Bardin's Content Analysis. The research results indicated that the participating teacher regularly updates her professional trajectory, is well-versed in the subject, and provides varied lessons in her teaching practice. She understands gamification as a collective game, with or without the use of technologies, offering possibilities for interdisciplinarity and, consequently, more dynamic lessons that can encourage student participation. As challenges, she highlights the lack of involvement of fellow teachers, the need to revise rules to avoid competitiveness and prioritize reasoning and knowledge in this type of approach. The students, on the other hand, use gamification across various subjects but are unfamiliar with the term. The experience provided by Kahoot brought to the classroom a way to approach scientific content differently, stimulating engagement and motivation so that everyone could participate in the process. As difficulties, they emphasized the limited time for them to answer the proposed questions, which may lead to errors during gamified activities, as well as internet connection issues, causing videos and Chromebooks to stop functioning. It was also evident that the use of gamification in the school environment requires teacher training, planning, investments in school infrastructure, technological resources, and a reformulation of the teaching hours to include gamification within the active methodologies to be employed in teaching practice, contributing to the learning process of diverse students