A contribuição do uso de jogos didáticos nas aulas de ciências do 8º ano em uma escola pública de Floriano-PI

Abstract

This study aimed to analyze the contributions of educational games to science teaching, evaluating their effectiveness in the teaching-learning process, student development, and the perceptions of both students and the science teacher at a state public school in Floriano, Piauí. The research was conducted through the administration of questionnaires to students and the teacher, alongside an intervention using the game "Science Board" (*Tabuleiro de Ciências*), designed to review content previously covered in the course. The results showed that students displayed enthusiasm and motivation regarding the game-based activities, acknowledging that games facilitate content comprehension and make classes more dynamic. The teacher also viewed the experience positively, highlighting benefits such as increased class engagement, while noting challenges related to planning and curriculum alignment. A combined analysis of these perceptions revealed that the research objectives were met, confirming the hypothesis that educational games contribute to the science teaching-learning process. It is concluded that incorporating game-based methodologies can strengthen the teacher's role as a mediator and foster a more participatory and meaningful school environment.