Aplicação do jogo "Aventura das três Leis de Newton" como ferramenta didática para o ensino de física no Ensino Médio

Abstract

Teaching Physics in High School and motivating students to engage with the subject has been a challenge, especially when it comes to abstract concepts such as Newton's Laws. Therefore, this research aimed to propose an instructional material that used a board game as a teaching tool to reinforce the teaching of Newton's Laws in a dynamic and interactive way. The study was carried out at Escola Margarida da Silva Costa, with a class of nineteen students from the 1st year of high school. The qualitative-quantitative, exploratory research followed a methodological sequence: initially, the students had a theoretical class on the content, followed by the application of a pre-questionnaire. Later, the activity was carried out with the board game, in which students could work in groups. At the end of the game application, a post-questionnaire and an opinion questionnaire were carried out to evaluate the contribution of the practical activity to student learning. The results showed that the use of the board game favored student learning, making the content more understandable and interesting. There was greater engagement among the class, who demonstrated enthusiasm when interacting with the game and in groups. Furthermore, the playful strategy enabled a collaborative learning environment, where students exchanged knowledge and worked as a team to solve the proposed questions. Therefore, the research highlights the importance of playfulness in Physics Teaching, reinforcing the need for teaching resources that spark students' interest and make learning more meaningful. The board game proved to be an efficient alternative to help build knowledge about Newton's Laws, providing a dynamic and stimulating experience for students.