Jogos e atividades lúdicas como instrumentos motivadores do aprendizado de química no ensino médio

Abstract

The didactic games have been increasingly employed in classrooms as an additional resource to teaching, making the classes more dynamic, interesting and interactive. The motivation of this work was to verify that a game can improve learning Chemistry in high school. In this way, this work had as objective to verify employment of a game as a teaching activity for learning chemistry. The survey was conducted in a qualitative approach, comprising the game in the classroom and the analysis of the evaluations, which were answered by the students. The nomenclature of organic functions was the issue selected for the survey and the domino game was adapted for the recognition of these functions. The domino game of organic functions was applied in the 2nd year of high school of the Colégio de Aplicação José de Sousa Herdy, sited in Duque de Caxias city, Rio de Janeiro state. It was observed that this teaching experiment motivated the students to learn organic functions because they realized it as a pleasant alternative to the routine of lectures and as an interesting tool to help understanding the studied theme. In order to contribute for teaching improvement of the Sciences, a didactic sequence was elaborated, which is dedicated to the teachers and gives them tips to apply games in chemical education.