Desenvolvimento de jogos como recurso pedagógico no ensino de física

• Autor(a) principal: Rios, Luiz Daniel Alves
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/40444
• topic: Ludicidade; Ensino de Física; Jogos; Playfulness; Physics teaching; Games

In the current situation of teaching physics educators often fail to arouse the interest of their students. Traditional teaching methods are becoming less attractive and the teachers do not potentiate spaces for their students to question and participate in classes. The classroom ends up turning into a huge space "anti creation." There is a latent need for new methodologies and techniques that stimulate interest in physics and generate conditions for better performance, claimed the time by students. It is known that every student, from childhood, to develop a taste for learning and a good alternative may be the games, we note that the game here is used as a synonym for playfulness, thus enabling the student to develop their intellectual, emotional, motor and social skills. This is the right way for the moment, so the purpose of this study is to address the importance of playfulness in the life of the student, encouraging the teacher to introduce the use of games in physics classes, as a pedagogical tool, and develop interdisciplinary strategies that take the students to learn while playing, both in elementary school and in the middle. The methodologies with games and other play materials are potentially suitable for addressing physical content of dynamic and differentiated way, since they involve the student and foster motivation, making it the active subject of the process. Certainly the game, the game and the toy can be useful to stimulate the development of the student. For Santos (1997), the playfulness is a necessity of the human being at any age and can not be seen just as fun. The development of the playful aspect facilitates learning, personal, social and cultural development, contributing to good mental health, facilitates the processes of socialization, communication, expression and knowledge building. It is hoped that the study, presented here, and developed games can contribute to improving the performance of both the faculty as the student, thus making the playful a satisfactory way of acquiring knowledge.