UTILIZAÇÃO DE JOGOS DIDÁTICOS NO PROCESSO DE ENSINO E APRENDIZAGEM DO CONTEÚDO DAS FUNÇÕES ORGÂNICAS

Abstract

The lack of motivation of the students is one of the main difficulties to be overcome in the teaching of Chemistry. This problem is related to several factors and among them it is possible to highlight, the methodology used by the teachers, that have been approached in many cases within the transmission-reception model, making the content unrelated to the students' reality. It is in this context that many researchers have been recommending the use of different didactic resources in the most diverse areas of teaching. Among the resources we have the didactic game, which can contribute in a satisfactory way as auxiliary material in the acquisition of new knowledge. The use of games in teaching chemistry has proved to be an excellent resource capable of generating meaningful learning. Therefore, this study aimed to build and evaluate the use of two didactic games in the process of teaching and learning the content of organic functions. The study is characterized as an action research, of qualitative-quantitative nature. The research was carried out in a public school in the city of Areia (PB), had a target audience of 52 students of the 2nd year of high school and was developed in three stages: the first was the application of the pre-test, and application of the games "Organic Deck" a card game that works the name, structure and applications of the organic functions, and the game "Mounting nomenclatures" a game of data that has as purpose to identify and to name some of the organic functions; the third stage was the post-test. As an instrument of data collection, observations were made during the application of the games and the questionnaires, pre and post-test, were used. The results obtained in the pre-test showed that even after the theoretical classes, most of the students could not answer correctly the specific questions related to the content of the organic functions. After the use of the didactic games, a significant improvement in the students’ learning can be perceived. Therefore, it is understood that the use of the “Organic Deck” and “Mounting Nomenclature” games is an excellent auxiliary resource that can promote a significant learning in the teaching of organic functions, and it is up to the chemistry teacher to use them to awaken the interests of the students, through the construction of chemical concepts.