Proposta de um jogo didático para a abordagem do tema física de partículas com alunos do Ensino Médio

• Ano de defesa: 2017
• Autor(a) principal: Ludovico, Merielem Menezes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Particle physics; Physics teaching; Game; High school; Ensino de física; Jogo; Física de partículas; Física - Estudo e ensino; Jogos educativos; Partículas (Física, química, etc.); Física (Ensino médio); Ensino de Ciências e Matemática; 53
• Link de acesso: http://repositorio.ufes.br/handle/10/7516

This project presents a study about applying a game to teach Particle Physics in the Nea Salles Nunes Pereira High School, located in Cariacica, Espirito Santo. This card game, called Quarks, was designed and made by teacher/researcher with the help of the students from the respective classes. The first stage was to define which tables would be used to create the first prototype of the game, which tables came from the book Modern Physics by Titler and Llewellyn . From this, three quarks were defined to be represented on the cards, along with their antiparticles and respective quantic electric charge numbers, baryonic numbers, and spin (which were included on the tables.).The tests on how to play the game were done with the students in extra lessons. After the tests, the number of cards, additional cards, and the design of the cards were defined. After being printed, the cards were used to introduce physic concepts in a sequence of lessons with three modules about the theme. From the data obtained from the activities, it was possible to do an evaluation of the card game as a potential teaching tool. This analysis was obtained using Zabala`s learning typology, which analyzes the knowledge gained by students concerning cognitive aspects, procedures, and attitudes. It was possible to verify that the Quarks Card game brought better comprehension about particle physics concepts. It was also observed that the game brought other learning opportunities, such as how to play the game, keeping the rules, and interacting and cooperating with the other students. Emotional aspects, such as satisfaction, were also observed during the games. Therefore, it is possible to verify that the game has potential as a teaching tool, especially to teach difficult topics.