Jogo Atomiquiztica: proposta de um recurso didático para o ensino de química

Abstract

Chemistry is one of the fields of science of fundamental importance in the understanding of some phenomena of nature. However, most students are not interested or encouraged to learn chemistry and teachers are not motivated in teacher training to reverse this problem in the classroom. The search of learning strategies that allow students to associate scientific knowledge with the social, political, economic, environmental and technological aspects of their daily lives is a challenge that can be achieved if the drawbacks of the traditional teaching are minimized. This work reports the use of a chemistry game, named Atomiquiztica, as a didactic tool in order to stimulate the teaching and learning process in chemistry of students of the 2nd year of High School in a public school in Fortaleza, Brazil. A total of 101 students participated in the activity, Atomiquiztica, which discusses about the atomistic contents, in order to encourage students to study Chemistry. After the application of the game, a questionnaire composed of seven questions was applied and was developed to identify the students' understanding, considering their learning difficulties and their opinions about the didactic material. It was verified that the game contributed in a dynamic way, different from the conventional, being a fun activity, allowing to work the atomistic concepts, the social aspect inside the room, as well as to arouse interest and motivation for the learning in Chemistry.