Jogos didáticos no ensino de Química: "Bingo Orgânico" como ferramenta pedagógica no ensino de funções orgânicas

Abstract

This study aimed to produce and evaluate the use of the "Organic Bingo" game as a learning facilitator tool, promoting dynamism and motivation in learning the content of organic functions. The research was conducted at the Federal Institute of Piauí, Paulistana Campus, with a 3rd-year high school class integrated with a technical course in Administration. The research was characterized as field research, adopting a qualitative and quantitative approach, and using questionnaires as a data collection instrument. Initially, a questionnaire was applied to assess the students' initial conceptions about the use of educational games and contextualization in chemistry teaching and their knowledge of organic chemistry. Subsequently, a class was taught addressing oxygenated and nitrogenated organic functions in a contextualized manner, relating them to everyday topics such as fuels and pharmaceuticals. The classifications of carbons, functional groups, and nomenclature of organic compounds were discussed. Following this, the "Organic Bingo" game was used as pedagogical material to promote student learning. In the final stage, a questionnaire was applied to evaluate the students' progress and the effectiveness of the developed teaching sequence. The results showed a 45% increase in correct answers on the functional group identification question and a 28% increase in correct answers on the compound nomenclature question. It was found that the use of the game significantly favored the learning of the content covered, promoting more dynamic, interactive, and motivating classes.