Desenvolvendo jogo educativo para o ensino de química: um material didático alternativo de apoio ao binômio ensino- aprendizagem

Abstract

In considering the various recommendations of educational policy documents available today, also due to socioeconomic changes in the context of globalization and the advent of information and communication technologies, education needs new forms in the teaching-learning process, such as the incorporation of new technologies in schools and classrooms. In this sense, this study presents the development of educational software aimed at the teaching of Chemistry, specifically the correct content of stoichiometric coefficients of chemical reactions. The selected topic is considered difficult to learn by the students, since they can‟t perceive the correlation with the law of conservation of the mass, causing difficulties in the interpretation and resolution of problems. In this way, the relevance of this work is to provide an alternative material, capable of reducing the difficulties presented in the learning of the chemical content, suggesting the need to insert the digital technologies to the teaching, in order to promote a cognitive development. The work was developed from the perspective of an action research, which is configured as a strategy for the development of teachers and researchers in the educational area, since they can use their research to improve their knowledge and, consequently, the learning of their students. All planning for the development of educational software in the form of a digital game was followed. The "Chemical Balance" game was applied to undergraduates of the degree in Chemistry of the State University of Goiás, aiming to identify and characterize the didactic perspectives that result from the interplay between the ludic, technological and conceptual elements in the context of teacher training of Chemistry. Data collection was performed through two instruments: audio recording during the application to the students and questionnaire that was made available online. During the analysis of the transcriptions of the audios and the questionnaire, two categories of analysis emerged: the playful characteristics and the perspective of the undergraduates in relation to the use of the technologies in the teaching-learning process. In the course of the analysis, it is noticed that undergraduates characterized the game "Chemical Balance" as an excellent instrument in the teaching-learning process of Chemistry. The students emphasized that the game is a differentiated alternative to approach the content, but also with the use of the software can provide the students motivation for the search of the chemical knowledge. In this way, it can be concluded that the game "Balance Chemical", in digital format, is an instrument that can facilitate the teaching-learning process of Chemistry, more specifically the content, correctness of the stoichiometric coefficient of chemical reactions.