Reflexões sobre a utilização de jogos didáticos: um estudo qualitativo

Abstract

This work's main theme is the use of contextualization of environmental chemistry as a tool to reach the balance between education and playing, which according to Kishimoto, is necessary in a didactic game. For this it is important that the student knows what is a didactic game and contextualization. Thus. this research has a qualitative character, aiming a theoretical discussion, based on literature and real data about the conceptions of teachers and their difficulties about the subject matter. A game titled "The Four Elements" was developed, made of 46 (forty-six) cards with multiple choice and open questions, along with rules, board layout and an open questionnaire for the teachers about the playful, environmental chemistry teaching and contextualization. The target audience are graduated with a licentiate degree, but mainly students of Chemistry that are about to finish college and already teach. In total, 15 (fifteen) people that already teach were informally invited to participate in this study, all of them accepted the invite. The game "The Four Elements", along with its rules and an open questionnaire was sent by e-mail to all of them with a deadline of 3 (three) days to answer it and return it also by e-mail, however, only 4 (four) people answered the questionnaire. It was possible to observe, even with the lack of response, the difficulty of the students in working with the theme, analyzing through the course of this research their different conceptions concerning this study.