Tabuleiro químico: uma ferramenta de auxílio no processo de ensino–aprendizagem da tabela periódica

Abstract

In teaching chemistry several strategies are used in order to facilitate student learning. Many students, for example, feel difficulty in learning the contents of the periodic table, mainly due to the teaching methodology used by the teacher. In this perspective, in order to arouse the student's interest and facilitate their learning about the periodic table, a game was developed and applied in a 1st grade class of a state school located in Cocal-PI. To evaluate the potential of the playful tool in the teaching and learning of the periodic table, pre- and post-intervention questionnaires were used to analyze the cognitive development of students and their impressions about the teaching proposal developed. The results showed that the game (chemical board) facilitated the understanding of concepts related to the periodic table, helping to overcome cognitive difficulties. Thus, the chemistry board contributed to the construction of students' knowledge, benefiting the learning process and helping the teacher in the mediation of concepts. Therefore, the research results point to the effectiveness of this tool and the relevance of introducing play in high school, aiming to arouse greater student interest and facilitating the understanding of the contents. Furthermore, the playful activity allowed socialization, communication and teamwork, becoming effective in the construction of knowledge, in an attractive, fun and dynamic way