Playing with chemistry: a learning tool in the teaching of electrochemistry

• Autor(a) principal: Silva, Elio de Angeles Nicole da
• Data de Publicação: 2019
• Outros Autores: Pratissoli Fernandes de Jesus, Christiany, Furlan Mendes, Ana Nery, Santana Rocha, Sandra Mara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/434
• topic: Educação lúdica; Processo de ensino-aprendizagem; Química; Jogos pedagógicos; Playful education; Teaching-learning process; Chemistry; Pedagogical Games

  The board game is considered a playful instrument, which refers to the development of learning through fun and the contextualization of knowledge, enriching the students' knowledge. Electrochemistry works with phenomena that involve our daily lives, such as the corrosion of metals and the understanding of the relationship between electrical energy and chemical energy. Therefore, this article proposes the development and application of a board game with an emphasis on the teaching of Electrochemistry, which is a board with universal playfulness, which can be used in the three grades of High School of Basic Education. The game was made with recyclable materials and, later, in a second version, its board was produced in graphic art, being an economical and easy-to-handle artifact. The research carried out had as methodology a descriptive, analytical and qualitative approach to the application of the chemical artifact produced, aiming at the construction of a didactic-pedagogical material to help the teacher to develop curricular contents in the teaching of Electrochemistry. Thus, “Jogando com a Química” became a stimulating tool for learning, as a means of arousing interest in the knowledge of chemistry and provided students with more than the memorization of contents, but a more significant knowledge. Therefore, the results obtained by the pedagogical moments developed showed that “Jogando com a Química” increased the interest of students and expanded their scientific knowledge, providing a greater meaning of concepts, in addition to allowing greater interaction between students and the teacher..