Avaliação do jogo “batalha periódica” como recurso didático auxiliar no estudo da tabela periódica

Abstract

The National Curricular Parameters recommend that chemistry teaching be innovative, in which the student can make the relation between theory and practice, but despite these orientations, many education professionals still remain trapped in the transmission-based teaching model -reception using methods that favor only repetition and memorization, causing the disinterest of the students for not being able to connect the theory delivered in the classroom with their daily life. In this context, it is understood that teachers should seek new methodologies and / or didactic resources that can awaken in the student the interest for learning, and among these resources the didactic games stand out, for being able to make classes dynamic and pleasurable, providing the interest of learners in learning. Faced with such questions, this work aimed to elaborate and evaluate the didactic game Periodic Battle as an auxiliary resource in the teaching-learning process of the contents of Periodic Table. The present study is characterized as an action research of a qualitative and quantitative nature. It was carried out in a public school in the city of Areia (PB) and had as target audience 27 students of the second year of high school. As data collection instruments, two questionnaires were used, one pre and one post-test. The obtained data were tabulated and presented by means of graphs, with subsequent descriptive analysis. Based on the results obtained, it is possible to observe a low level of previous knowledge of the students on the Periodic Table, since the highest percentage of correct answers in the pre-test did not reach 50%. The elaborate didactic game was able to arouse the interest of the students, promoting interaction, group work and making the contents more interesting, thus helping the teaching-learning process of the Periodic Table, since the number of successful post- test was higher than the pre-test. Most of the students participating in the research stated that the didactic game aided the process of learning the content taught, facilitating the association of this with their daily life, made chemistry classes more interesting, classifying this resource as great. In this way, it can be concluded that the game Periodic Battle should be used as a didactic resource in teaching the contents of the Periodic Table because of the influence it exerted against the students, because when they are emotionally involved in the action, it becomes easier and the teaching-learning process.