A aprendizagem do conceito de trabalho a partir do desenvolvimento de jogos digitais autorais no Wordwall

Abstract

Given the challenges in Physics teaching related to learning outcomes arising from traditional methodology, where students are merely receivers of information and lack focus on the foundational concepts of Physics for application in real-life situations, as well as the absence of a didactic-methodological strategy that positions students as protagonists in the construction of knowledge through the use of digital technologies, this study aimed to describe the conceptual transformation in Physics of high school students as they developed their own digital games on Wordwall. The research is based on Constructivism, which views learning as a continuous and gradual process of knowledge construction, and on Constructionism, which advocates for the use of digital technologies to foster cognitive development through students' active participation. This paper presents an excerpt from the research titled "Analysis of High School Students' Learning as They Develop Digital Educational Authorial Materials in a Technodidactic Context," funded by Funcap. The research is qualitative and interpretive, conducted as a case study in a public high school in Fortaleza, involving 10 students during the application of an interdisciplinary technodidactic sequence composed of eight interventions, integrating Physics and Biology concepts. In the didactic sequence, students create Digital Educational Authorial Materials (DEAMs) in the form of digital games on Wordwall, focusing on Physics and Biology concepts. Data collection occurred at two points: in Intervention 1, where students answered a pre-questionnaire on the concept of work, and in Interventions 3, 4, and 5, where they developed their DEAMs and filled out the DEAM Report. A methodological triangulation was made with the data from the instruments and the theoretical framework on the concept of work. The results indicate that students achieved conceptual gains regarding the concept of work, highlighting its main elements (force and displacement), as they developed their games on Wordwall, overcoming learning difficulties and deepening their prior knowledge. The research aims to expand to other contexts, additional concepts, and more students to generalize the use of gamified activities for Physics teaching.