Orgânix: uma proposta de jogo didático como ferramenta auxiliar no ensino de funções orgânicas

Abstract

The present paper is substantiated on presenting the contributions of didactic games as a methodological strategy in the teaching-learning process in Chemistry, since several studies evidence difficulties in the appropriation and construction of knowledge of the contents of the subject on the part of students of basic education, showing the need for the development of alternative didactic-pedagogical methodologies. The objective of this research was to evaluate the use of the card game entitled "Orgânix" as a methodological strategy, in order to arouse the interest and promote motivation in the students to learning the content of organic functions (oxygenated, nitrogenous, sulfurized and halogenated).The study was developed with two 3° year High School classes, from a state school of integral and technical education in the city of João Pessoa-PB, whose classes had previously studied the content of organic functions, totaling 38 students. The analysis of semi-open questionnaires, applied before and after the game execution with the students, guaranteed to obtain data that corroborate the conclusion that when executed in the classroom, the didactic game Orgânix favored socialization and motivation. It was observed a closer interaction between the students and the teacher, increasing the cooperative character among the participants, resulting from the climate of enthusiasm and fun of the game in the involvement and commitment of the students in its execution. In the educational process, the Orgânix didactic game was characterized as an auxiliary tool in teaching, used as a methodological strategy that facilitates the learning of the content of organic functions.