Jogo eletrônico como ferramenta didática no ensino de química orgânica de forma contextualizada

• Ano de defesa: 2022
• Autor(a) principal: Souza, Raphael Cassimiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Naturais, Humanas e Sociais (ICNHS) – Sinop; UFMT CUS - Sinop; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências da Natureza e Matemática - PPGECM
• Palavras-chave em Português: Contextualização; Ensino de química; Gamificação; Jogos eletrônicos; Tecnologias digitais; CNPQ::OUTROS::CIENCIAS; Contextualization; Chemistry teaching; Digital technologies; Electronic games; Gamification
• Link de acesso: http://ri.ufmt.br/handle/1/6007

Traditional teaching methodologies tend to make the classes slow and uninteresting to current the students, since teachers are often still “analog” whilstudents were born and live in an increasingly digital world and are more accustomed to using such resources in their lives. In this sense, is essential that teachers look for alternatives to make their classes more attractive and stimulating for this “digital native” generation that was born and grew up in a world where information is produced and disseminated faster and faster. In this sense, there was a trend in learning through electronic games in the education of children and young people, since, due de fact they had a playful, challenging format and with immediate feedback, they are attractive to the current students. Thus, the objective of this work is to better understand how digital technologies associated with game elements can contribute to the teaching-learning Organic Chemistry process, inserted in theThree Pedagogical Moments methodology. In this sense, a digital memory game called “Chemistry Memory” was conceived and created, by using an open source slide editing software, believing that the use of electronic games can contributes to the Organic Functionsstudy, thus making it, the less abstract, more interesting and meaningful classes. The obtained results showed that students are able to use digital technologies in gaming circumstances. On the other hand, it was found that chemistry teachers,in the Sinop/MT city, despite toknow the potential of these resources, rarely use it in their pedagogical practices.