Uma revisão integrativa de literatura sobre os benefícios do uso da ludicidade no processo de ensino-aprendizagem de química

Abstract

The educational system continues to evolve, so it is essential to adopt effective strategies to overcome the challenges that still exist in the traditional teaching approach. Recognizing this need, this study was designed to conduct an integrative literature review in a Chemistry Teaching Journal (QNESC), in order to identify aspects of Playfulness in Chemistry Teaching in the latest publications, covering the last five years. In addition, the main playful strategies recommended in teaching chemical concepts and formulas were identified, verifying the efficiency of the strategies mentioned in the selected articles. Based on these assumptions, the following research question emerged: how does playfulness contribute to the teaching-learning process of the Chemistry discipline? To contemplate this scope, a systematic literature review was conducted, also using documentary analysis, since this is classified as a research method that involves the exploration of archives, widely used due to the possibility of analyzing different data sources. Thus, searches were carried out for publications made between the years 2020-2024, investigating both simple abstracts published in the database and complete works. At the end of the data analysis process, it was possible to reflect that playfulness is an important contributor to the teaching-learning process of the Chemistry discipline through the way it enables flexible teaching, enriching the educational experience, in addition to offering a space conducive to the development of the student's creativity and critical thinking.