Aprendizagem significativa e o uso do jogo “Quimemória” no ensino de sistemas químicos no 9º ano do ensino fundamental: um estudo descritivo

Abstract

Current educators must employ diverse approaches to ensure an effective teaching and learning process, recognizing students as active participants in knowledge construction. In this context, educational games emerge as an engaging methodological alternative, facilitating concept development and promoting student engagement. The pedagogical use of games can contribute not only to a better understanding of scientific content but also to psychocognitive development, the inclusion of students with disabilities, and the practice of cooperation in the classroom. The implementation of educational games should be carefully planned and guided by clear pedagogical objectives in order to maximize their benefits, particularly in Chemistry education. By integrating theoretical content with playful activities, games enable students to relate learning to their daily lives, thereby enhancing motivation and knowledge assimilation. The present study was applied in nature and investigated the impact of the “Quimemória” game on the teaching of chemical systems, based on the theoretical and methodological perspective of Meaningful Learning Theory. This research evaluated the use of the “Quimemória” card game in teaching chemical systems to ninth-grade middle school students and developed a pedagogical guide featuring a didactic sequence focused on chemical systems from the perspective of Meaningful Learning Theory. The methodology included participant observation, which revealed significant improvement in students’ grades as well as greater engagement among those who used the game. The findings indicate that a playful approach promotes student protagonism, facilitates the retention of complex concepts, and makes learning more meaningful and interactive.