O uso de estratégias lúdicas para o ensino de ciências em uma escola municipal de Pedro II- PI

Abstract

In recent decades, education has moved away from traditional teaching methods focused on passive knowledge transmission, adopting more dynamic and participatory methodologies. In this context, playful activities such as games and experiments have proven to be effective tools in Science education, encouraging active student participation and promoting more meaningful learning. This study investigated the impact of playful activities on Science learning in elementary school, specifically with 6th-grade students. The research was conducted at Escola Municipal Monsenhor Lotário Weber in Pedro II-PI, with students from classes A and B. A qualitative, exploratory, and descriptive approach was adopted, using multiple-choice questionnaires (pre- and post-tests), direct observation, and analysis of students’perceptions. The selected playful activities included a board game about the nervous system and experiments on homogeneous and heterogeneous mixtures, aiming to analyze how these activities could influence students’ learning and academic performance. The results showed significant improvements in students’ performance between pre- and post-intervention tests, particularly in questions related to the nervous system and mixtures. Class A showed more significant progress, but both groups demonstrated advancements in understanding the content. Additionally, students indicated that playful activities were more effective than expository lessons. It is concluded that playful activities contribute positively to learning and the development of essential cognitive skills.