Jogos e o ensino de Química: uma proposta metodológica alternativa para o ensino da tabela periódica no ensino médio

Abstract

The Periodic Table is a valuable teaching tool in Chemistry, presenting a timeline resulting from the collaboration of major discoveries with studies of various figures. In current education, students struggle with the periodic table; therefore, it is important to find ways to alleviate these difficulties in understanding the content in high school. Methodologies that prioritize playfulness in the classroom are important; games can be used to encourage students' interest in studying, awakening hidden abilities. This study aimed to evaluate the effectiveness of the game "Elementary Dynamics" as a methodological option in high school. The research was exploratory, supported by bibliographic and field research, and took place at the Ministro Petrônio Portella School (CEEP), a state school in Parnaíba, Piauí. The game was administered to 24 students in two first-year high school classes, which studied the elements that make up the Periodic Table. A questionnaire was administered before and after the game to compare student performance. The results were expressed in graphs showing the data from the pre- and post-game questionnaires, indicated by numbers and percentages. Although there were minimal negative regressions from Questionnaire 2 (post-game) to Questionnaire 1 (pre-game), it was observed that using the game as an alternative methodology for learning about the Periodic Table was beneficial for the students, as after administering the questionnaires and the game, they demonstrated greater interest and improved learning.