Valência: aplicação de um jogo didático como ferramenta para o ensino de atomística

Abstract

Theteaching of Chemistry is particularly challenging, as it involves not only logical-mathematical skills but also the interpretation of macroscopic and submicroscopic phenomena, which are visible and invisible to the naked eye, respectively. Moreover, it is important to note that traditional methodology can be another complicating factor, as student learning often occurs in a passive manner. In light of this, active learning methodologies emerge as a complementary approach, emphasizing the student’s active participation in the construction of their own knowledge. To facilitate the creation of an environment supported by active learning, the game Valência was developed as a tool for reviewing and/or reinforcing content related to cations and anions, aiming to increase student interest in Chemistry as well as promote greater social interaction in the classroom. After its development, the Valência game was implemented in a public high school in Fortaleza, Ceará, in two classes of the last year of high school, totaling 33 participating students. Data were collected through printed questionnaires administered before and after the game session, and were analyzed using Bardin’s Content Analysis. The initial questionnaire showed that only 9% of students were able to correctly differentiate between cations and anions. However, in the final questionnaire, conducted after the implementation of the methodology, this figure rose to 46%. Furthermore, analysis of the final questionnaire revealed that 97% of students felt the game promoted greater classroom interaction, and 88% stated that the game’s mechanics were fun and dynamic. In conclusion, the Valência game effectively contributed to the review and/or reinforcement of concepts related to atomic structure, stimulated students’ interest in Chemistry, increased their familiarity with the content, and fostered active participation and emotional engagement. Thus, it served as both support and a complement to traditional teaching methods.