Elaboração e análise do jogo didático "Trinquímica" como um instrumento para o estudo de funções orgânicas

Abstract

Education is essential for training citizens and developing skills for the job market. In science education, especially in chemistry, the traditional lecture-based methodology has been widely used. In this approach, the teacher imparts knowledge in a lecture-based manner, which can limit students' understanding and make it difficult to connect with the practical reality of the subject, as well as reduce students' interest in the discipline. To improve the effectiveness of teaching and promote more meaningful learning, the educational game Trinquímica was developed as a tool to facilitate the learning of chemistry, specifically organic functions, and to stimulate or increase students' interest in organic chemistry so that they can recognize chemistry in their everyday lives. After its development, the game was implemented in a public school in Fortaleza, Ceará, in 12th grade classes. A total of 86 students participated in the study, playing Trinquímica, and information was collected through questionnaires before and after the application of the game, in order to understand the students' interest and relationship with the content. The data obtained was processed using Bardin's content analysis. It was found that the game offered an engaging way of learning, which helped in the understanding of organic functions and promoted a better understanding of the topics covered. The educational interaction allowed the students to get closer to the reality of the topics studied and made the classes more dynamic and motivating. In addition, the students' reports confirmed that using the game made the content more interesting and easier to understand. It can be concluded that Trinquímica was an effective and useful tool to complement the classroom, stimulating learning in a meaningful way. Although it should not completely replace other teaching strategies, it is a valuable alternative to make the teaching process more engaging and relevant for students.