Proposta maker de ensino : uso do scratch como ferramenta para a elaboração de jogos digitais de ciências

Abstract

When discussing the possibilities of applying Maker Teaching, it is important to build educational practices that are consistent with Science content that promote motivation, engagement, critical training and the ability to solve students' challenges through active methodologies such as Based Learning in Project (ABP). The central question of the research is the following: How can the construction of digital games based on Culture Maker contribute to the teaching of Science content and promote greater engagement and motivation among 8th grade students of a state public school in Goiânia? In this way, the general objective of this research is to analyze which are the contributions of the construction of digital games, by the students, in the teaching of Sciences, as a mediation instrument. And the specific objectives delimited were the following: to analyze the contributions of the construction of digital games, through Scratch; contribute, from the analysis of the collected data, to reflections on the construction of digital games through Scratch, create digital games from the programming of Scratch software blocks and develop, as an educational product, an instructional module with proposals for maker activities for science teaching. The methodology adopted was Participant Research (PP), guided by the model developed by Guy Le Boterf (1980). The theoretical foundation considered the discussion of classics and contemporaries on Maker Culture, STEM and STEAM education, PBL, the use of technologies and difficulties in science teaching. As results, the experience of the elements of the construction of digital games stood out, favoring the participation of students in the trajectory of learning in science. However, the teacher needs to work with projects that encourage students to solve real problems or challenges. Education Maker does not exclude the approach of other methodologies, but it is necessary to consider the adoption of creative teaching strategies, in which students become protagonists of their own learning, reflecting and acting autonomously in reality.