Contribuição da utilização de jogos educativos no processo de ensino e aprendizagem na disciplina de química
The use of games in education has proven to be a valuable tool in the teaching and learning of school subjects, arousing the interest of students, motivating and generating new knowledge through play activity. In Chemistry teaching, the educational game is a great help to understand the chemical con...
| Autor principal: | Santos, Cinthia Paschoa Mendes dos |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/22121 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
The use of games in education has proven to be a valuable tool in the teaching and learning of school subjects, arousing the interest of students, motivating and generating new knowledge through play activity. In Chemistry teaching, the educational game is a great help to understand the chemical concepts as it nears the student of the contents applied to room, allowing the relationship between theory and practice. This work had as teme to observe how the use of educational games can contribute to the learning of chemistry in high school, as well as producing educational materials for the teaching of this discipline. To check such contributions, it was made the "Game of Hydrocarbons," which had two versions, focusing on the content Hydrocarbons and their nomenclature. The research was carried out with students from a school in the State schools of the city of Votuporanga-SP who were attending the 3rd High School Series in the morning. Before the game application was made by the teacher of the room a previous explanation of that content and then applied a questionnaire that aimed to assess the learning acquired only through oral lecture/ writing, containing personal questions and some exercises. In the next lesson we used the game with its two versions and finally applied the second questionnaire also contained personal questions and the same previous exercises, to see if there was improvement in addressing these. By analyzing the opinions of students and correcting exercises, there was an improvement in the content of learning after the game application, the vast majority of students recognized to have better understood the topic after this activity, moreover, there was an increase in hits in all the exercises in the second questionnaire. Therefore, the "Hydrocarbons Game" was an excellent aid in the assimilation of knowledge of that content, contributing to a more meaningful, dynamic and interactive learning. |
|---|