Jogos didáticos: uma abordagem interdisciplinar no ensino de ciências para o 9º ano do ensino fundamental de uma escola pública municipal de Fortaleza

Abstract

The challenges faced by elementary school science teachers require differentiated practices that go beyond mastery of the content. Therefore, it is essential that teachers have a variety of teaching resources to include students in the teaching and learning process, enabling them to experience practices that involve harmonious learning. The research aims to explore the benefits of educational games in the literature and develop a manual for the production of two educational games as educational products. The study begins with the researcher's observation as a science teacher. He observed that, through work with students, they demonstrated disinterest in lectures and became more interested with the involvement of games. By creating games, we aim to provide alternative materials to optimize science classes for 9th graders. The methodology is exploratory, with a qualitative and quantitative approach. It was divided into three phases: The first phase involved examining the authors' perspectives on educational games in the literature. The second phase involved administering a questionnaire to determine which science content attracted the most interest, which types of games were most accessible, and the perceived difficulty of the educational games. The third phase involved a museum outing, where students were introduced to educational games. The research resulted in the creation of a manual with two educational games: the chemical elements dominoes and the ionic bonds deck. The manual describes how the games were created and how they should be used. The conclusion of this research is that the creation of the chemical elements dominoes and the ionic bonds deck is intended to enable the appropriation of science content in a harmonious and fun way.