Jogo Q?: uma proposta lúdica para o ensino de química.

Abstract

The teacher should know how to deal with situations that hinder the teaching-learning process, making students realize that chemistry is around them, since it is their role to make students learn. For this the use of non-formal activities can be used and playfulness is one of them, as it facilitates the understanding and perception of the content by the students, as it inserts them and motivates their learning. In this context the present work had as objective to search an activity that could revise the contents of high school chemistry using the ludic one, in order to facilitate the comprehension of the subjects seen without classroom. This work was carried out in a public school of integral education, located in the Center of Fortaleza (CE), the Justinian State College of Serpa (CJS), where it involved two classes of the 3rd year. An average of 45 students aged 17 to 18 years participated in this activity. Initially, an evaluative survey was carried out, with predetermined contents, such as gases, chemical reactions, atomic theory and nomenclature of organic compounds, and then, the developed didactic-playful material, the game Q? evaluative survey was reapplied to verify the contribution of the activity to learning; Finally, there was a collection of opinions about the acceptance or not of the activity by students and teachers. It can be seen from this activity that students were very participative and that through their opinions, the playful activities are a great way to facilitate the understanding of contents addressed in high school.