Inovação didática: uso de palavras cruzadas para facilitar a aprendizagem de leis e propriedades em físico-química

Abstract

Chemistry as a subject faces multiple challenges, particularly in the teaching of Physical Chemistry, due to its abstract nature and the difficulty in visualizing concepts. In this context, innovative methodologies are essential to empower students as active participants in the learning process.

The main objective of this work was to highlight the educational potential of didactic games in the teaching-learning process of the subject Physical Chemistry II. The specific objectives included the proposal of a didactic activity in the form of crossword puzzles covering topics from Physical Chemistry II, the promotion of the integration of didactic games in Chemistry teaching and learning, and the encouragement of active student participation, enabling them to become protagonists in the educational process.

The central research question of the study was: "Do didactic games act as facilitators in learning laws and properties in Physical Chemistry?"* The research was conducted using a qualitative approach, applying a Systematic Literature Review (SLR) in the journal Química Nova na Escola, selecting articles from the past five years written in Portuguese.

Based on the reviewed references, a didactic proposal was developed for implementing crossword puzzles in three levels of difficulty (easy, medium, and hard), adaptable to different classroom contexts. The didactic proposal presented in this undergraduate thesis focuses on the teaching of Physical Chemistry II content, specifically Solutions, Raoult's Law, Henry's Law, and Colligative Properties, which are considered highly complex and challenging topics for students.

Although the proposal was not implemented in the classroom, a theoretical analysis and pedagogical support suggest that the use of crossword puzzles can foster interaction among students, stimulate logical reasoning, creativity, and memorization, as well as aid in the understanding and association of fundamental concepts. This resource has the potential to make learning more dynamic and engaging, especially in educational contexts with structural limitations.

It is concluded that didactic games, particularly crossword puzzles, are accessible and promising pedagogical tools, capable of enriching the teaching and learning process in Physical Chemistry II by enhancing cognitive and social skills and fostering a more meaningful and inclusive education.