Percepção dos alunos do ensino médio acerca dos modelos atômicos: uma abordagem lúdica

Abstract

The teaching of Chemistry is often perceived by students as challenging, especially when the content is delivered in a traditional manner, focusing on memorization and formulas. This lack of interest and motivation typically observed in classrooms led this study to implement an educational memory card game on atomic models, aiming to make learning more engaging. The methodology was divided into three main stages. First, a preliminary questionnaire was administered to assess students' prior knowledge and expectations regarding atomic models. In the second stage, a didactic activity was conducted using the card game as a teaching tool. Finally, in the third stage, a post-activity questionnaire was applied to evaluate the game’s contribution in terms of fun, motivation, and learning. The results indicated that the game functioned as an effective playful tool, with more than 50% of students improving their understanding of atomic models. Additionally, over 80% of the responses were positive regarding the teaching method, and more than 60% of students expressed interest in differentiated lessons using other methodological strategies, such as the memory card game. However, the game proved to be suitable only as a complement to other teaching methods rather than as a standalone pedagogical approach.