Jogos lúdicos no ensino de química: os desafios da prática escolar na disciplina de química

Abstract

The science of Chemistry is linked to theories and experiments that not always the students are used to study. Faced with this problem, the ludic games, while being inserted as a didactic tool, work a stimulus to learning. This study aimed to collect data about the playful practice by chemistry teachers, as well as, to assess the inclusion of a set of chemical memory to high school students. The survey was conducted in the metropolitan area of João Pessoa in two stages. At the first stage, teachers were submitted to answer a questionnaire about the school where they worked and about the practice of playfulness in teaching Chemistry. In the second phase, students of the 1st, 2nd and 3rd years of high school were underwent to join a dynamic with a memory game and, soon after, answered a questionnaire about the experience with the playfulness at school and self-evaluation of the memory game applied. In analyzing the data, the teacher group mostly constituted by people between 20 to 30 years old, graduated in Chemistry Teaching degree, considered, mostly regular school structure for teaching chemistry. Also, most of them reported that recreational activities as laboratory experiments and electronic media are inserted, using computers and mobile applications. Teachers left exposed their unsatisfaction about the lack of playful exploration in academic education. They pointed out that the meetings and digital collection on the internet resources that might improve their continuing education. In the analysis of questionnaires of students, it was found that there is a positive vision of the school structural basis for the teaching of chemistry. The vast majority of students evaluated the game as great classification and as a game with regular level of difficulty. Also the students demonstrated, in wide majority, the desire to attend classes, using computers and educational games. It could be concluded that the playful activity is being developed in schools by teachers in an embryonic form, existing a need for curriculum more focused to the subject and that the chemical memory game can be