O impacto do jogo "Trilha Química" no ensino de ciências para alunos do 6° ano da Unidade Escolar Domingos Sávio: uma análise do aprendizado e da motivação

Abstract

This study investigated the impact of the educational game "Trilha Química" in Science teaching for 6th-grade students at Unidade Escolar Domingos Sávio. The objective was to evaluate whether this methodology contributes to student engagement and content comprehension. The research was based on approaches related to active methodologies and playfulness in teaching, highlighting the benefits of educational games in the learning process. The study adopted a qualitative and quantitative approach, using questionnaires to collect students' perceptions before and after the game's application. The results indicated an increase in interest, participation, and content retention, showing that the game made learning more dynamic and interactive. It is concluded that playful methodologies are effective tools for Science teaching, promoting motivation and meaningful knowledge construction. It is recommended to expand the use of educational games in different subjects and educational levels.