Jogos didáticos como meio facilitador na aprendizagem de química no ensino médio

Abstract

Playfulness represents a teaching strategy that facilitates the teaching and learning process. In this context, using memory games and molecular models is a facilitating strategy in the construction of knowledge about organic functions centered on dynamic and critical-reflexive training. Given the above, the present work aims to analyze the teaching of chemistry and the application of molecular models and memory games, as a methodological proposal in the learning of organic functions in high school, with 38 students from the Federal Institute of Education, Science and Technology of Piauí – IFPI, Campus Paulistana. This research is characterized as qualitative, developed through action research, with the following steps: application of an initial analysis questionnaire, creation of a memory game and molecular models, execution of didactic materials, application of an evaluative questionnaire and ending with the analysis of the acquired data. It was observed that most students agreed that dynamic games with active participation contributed to learning, in addition to being another tool to beused to improve performance in organic functions classes and to build new knowledge. This work contributed positively to the student learning process, mainly in chemistry teaching, from the analysis of the questionnaires it was observed that the percentage of three correct answers increased, where it went from 11% to 34% in the exercises on nomenclature.