Jogos didáticos como ferramenta de ensino-aprendizagem da química: Uma revisão de literatura

Abstract

The understanding of Chemistry as a science is often not aligned with the pedagogical practices used by teachers, resulting in low performance in the teaching and learning process in schools. Teachers are constantly looking for alternative tools that help students’ teachinglearning. An alternative teaching resource is the use of teaching games. In this sense, the present work seeks to analyze the existing didactic games for teaching Chemistry through a literature review, in addition to analyzing the potential they present for student learning and in which Chemistry contents they are covered. The research took place qualitatively and quantitatively through a literature review carried out over the last 10 years. The results demonstrated a growing number of articles on didactic games published in recent years, especially for Organic Chemistry content, in addition to demonstrating that the production of didactic games for Physical Chemistry content is a good alternative for future work, due to lack of games in this area and the observation that games still contribute to the teaching and learning process of the Chemistry subject