Qualitative and quantitative evaluation of the memory game usage in the periodic table teaching

• Autor(a) principal: Carvalho, Luciene Santos
• Data de Publicação: 2020
• Outros Autores: Guimarães de Azevedo, Lucas, Miranda Guimarães, Ana Paula
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/867
• topic: Pedagogical Games; Science Teaching; Chemistry; Jogos Pedagógicos; Ensino de Ciências; Química

Diversification in teaching strategies is an essential aspect of improving the teaching and learning process. In this way, didactic games are a viable alternative to teaching chemistry, since they appear as a pleasurable and dynamic proposal to present the content to students or to review it. This work describes an investigation located in the classroom related to the chemistry teaching, whose aim was to evaluate qualitatively and quantitatively the application and the contribution of a memory game for the learning of the content "Periodic Table" by high school students. Some activities were applied in the form of questionnaires during the data collection stage, as a pre- and post-test, and a retention test to verify the efficiency of the teaching strategy employed. The results showed that, after classes about the contents and the use of a memory game, more students were able to learn the chemical elements symbology.