Jogo didático : atividade significativa no ensino de configuração eletrônica

• Ano de defesa: 2022
• Autor(a) principal: Ribeiro, Estelita Simões
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: Jogo didático; Configuração eletrônica; Aprendizagem significativa; Ensino de química; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Didactic game; Electronic configuration; Meaningful learning; Chemistry teaching.
• Link de acesso: http://ri.ufmt.br/handle/1/5838

Teaching practice in Chemistry teaching presents several challenges, one of which is dealing with teaching difficulties for specific subjects, such as the concepts of electronic configuration and distribution. In recent years, educational games have been one of the most used tools in the classroom to try to solve some of these difficulties. In this sense, this research aimed to reflect on the potential of a didactic game to provoke meaningful learning. For this, a manual of a board game called: Playing with the Linus Pauling Diagram was made and evaluated. This game proposes the study of electronic configuration, characterization of chemical elements and their location in the periodic table, as well as dealing with the formation of ions and molecules using scientific language in a playful way. The methodology used is configured as a qualitative case study and had been carried out in stages constituted, initially, by the theoretical foundation, which was about the use of didactic games for the teaching of electronic configuration chemistry with a focus on the periodic table and the use of didactic sequences. Next, the construction of a manual was presented, which contains the materials necessary for the construction of the game and the rules for its application. This is followed by the proposition of a didactic sequence that aimed to subsidize the teaching practice. The game was validated by 4 students from the Degree in Chemistry at UFMT, Cuiabá campus, enrolled in supervised internships. These participants received the game manual containing the creation and execution proposal and evaluated it through an online form. In this way, by correlating the theoretical references and the answers given to the form, it was possible to show that the didactic game does not solve the learning problems of all students, but when it is worked correctly, that is, well planned, with clear rules, applied at the correct moment of pedagogical practice, relating it to the proposed content, improves student performance and can increase interest in Chemistry classes, thus contributing to meaningful learning