Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
MEDEIROS, Gabriela Rejane Silva de
 |
| Orientador(a): |
BATINGA, Verônica Tavares Santos |
| Banca de defesa: |
COUTO, Janaína de Albuquerque,
ANJOS, José Ayron Lira dos |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9737
|
Resumo: |
This study aimed to integrate Problem Solving and Role Playing Games (RPG) as educational approaches that could facilitate the construction of chemistry knowledge in a playful manner. The research is qualitative and participatory in nature. Fifteen first-year students from a public school in Pernambuco, Brazil, participated in the study, which consisted of four stages: 1) Literature Review, 2) Development of the Problem and RPG, 3) Implementation of the intervention that combines Problem Solving with the RPG, and 4) Analysis of the data collected and produced during the intervention. The data from the first stage were analyzed using Bardin’s content analysis method. The categories of analysis adopted were: Problem Typology, Didactic Strategies, Research Context, and Nationality. In the third stage, the students' responses to the problem before, during, and after the RPG experience were analyzed using pre-established categories based on a response template constructed for the proposed problem, considering formal chemical knowledge. The results from the first stage of the research indicated that Problem Solving in Chemistry Education is still a relatively unexplored research topic, as evidenced by only six publications between 2018 and 2023. In the third stage, the initial results related to the first problem revealed that, although many students had a superficial understanding of atomic concepts, there was a foundation to develop a more in-depth understanding. The RPG experience, with its challenges and puzzles, provided students with a playful and educational environment to search for and select relevant information for solving the problem related to atomic models, as well as to develop problem-solving skills such as active participation, reflection, interaction between teachers and students and among students themselves, problem identification, and decision-making. It is concluded that this research aims to contribute to the validation of innovative didactic processes that explore the potential and challenges of integrating problem-solving approaches with RPGs for teaching chemistry concepts. |
