Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
SANTOS, Paula Maria de Almeida
 |
| Orientador(a): |
COSTA, Hawbertt Rocha
|
| Banca de defesa: |
COSTA, Hawbertt Rocha
,
CRUZ, Dulce Márcia
,
GUERINI, Silvete Coradi
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET
|
| Departamento: |
COORDENAÇÃO DO CURSO DE CIÊNCIAS NATURAIS-BIOLOGIA/CAMPUS III
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/5718
|
Resumo: |
In the Chemistry Teaching scenario, pedagogical strategies have been proposed based on diverse activities, such as the so-called active learning methodologies. Among these, we emphasize educational gamification, which is based on the use of game elements to engage and motivate problem solving through interaction between people, technology and the environment. This research is guided by the following problem: How can the implementation of educational gamification contribute to the motivation and engagement of students in the chemistry subject? To answer this question, we focus the general objective of this research on investigating how the planning and development of a gamified strategy based on the sociocultural perspective of the Theory of Mediated Action (TAM) can contribute to the motivation and engagement of students in the teaching and learning of chemistry in the High school. We considered Design Based Research (DBR) as theoretical-methodological support and adopted Wertsch's (1998) TAM framework for the construction of the gamified didactic sequence (SD). In this context, this research has a qualitative nature and a case study approach. The participants were the chemistry teacher and 25 students from a 1st year high school class at a public school in the state of Maranhão. As data production instruments, we used the teacher's lesson plans, interviews, questionnaires, participant observation and field diary records. The following data analysis categories were delimited: Participants' previous conceptions, Experience in the process and Design principles. The results showed that the incorporation of game design elements, such as clear rules and immediate feedback, integration of narrative with avatars and leaderboard (ranking and points) stood out and provided flow to the gamified system. Furthermore, carrying out team challenges mediated by digital technologies, both competitively and collaboratively, and the problematizations around scientific concepts contributed towards motivational aspects and maintaining student engagement. However, we found some limitations to its implementation, related to the reduction in the workload of the chemistry subject in the new High School curricular structure and the infrastructure conditions at the school. From this perspective, both the students and the teacher reported positive views regarding the use of this methodology, which was well received at the school. |
