Educational games and learning in Chemistry: a view of PIBID supervising teachers
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/7868 |
Resumo: | In view of several works in the literature that discuss the subject, a proposal for the chemistry teaching becomes more active and less decorative is through educational games, which can be used at different times, as in the exhibition of content, representation relevant knowledge on different topics, evaluation or synthesis of important concepts of subjects already developed. In this context, the aim was to investigate what educational games have provided in the teaching-learning process. This work is qualitative and is inserted as a case study. For this, interview was made with high school teachers who participate in the Programa Institucional de Bolsas de Iniciação à Docência (PIBID), to understand their concepts about didactic games. The results obtained with the interview were formed and we understand that the use of educational games, in the interviewees' view, is a promising methodological tool to help students to learn the subject inserted in the classroom. In view of what has been observed, the viability of games can be fulfilled as a methodology that contributes positively to the teaching-learning process of students in content involving Chemistry. |
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Educational games and learning in Chemistry: a view of PIBID supervising teachersJuegos educativos y aprendizaje en química: una visión de los maestros supervisores de PIBIDOs jogos didáticos e a aprendizagem em Química: uma visão dos professores supervisores do PIBIDMetodologias alternativasJogos didáticosEnsino de químicaPIBID.Alternative teaching methodologiesEducational gamesChemistry teachingPIBID.Metodologías alternativasJuegos educacionalesEnseñanza de la químicaPIBID.In view of several works in the literature that discuss the subject, a proposal for the chemistry teaching becomes more active and less decorative is through educational games, which can be used at different times, as in the exhibition of content, representation relevant knowledge on different topics, evaluation or synthesis of important concepts of subjects already developed. In this context, the aim was to investigate what educational games have provided in the teaching-learning process. This work is qualitative and is inserted as a case study. For this, interview was made with high school teachers who participate in the Programa Institucional de Bolsas de Iniciação à Docência (PIBID), to understand their concepts about didactic games. The results obtained with the interview were formed and we understand that the use of educational games, in the interviewees' view, is a promising methodological tool to help students to learn the subject inserted in the classroom. In view of what has been observed, the viability of games can be fulfilled as a methodology that contributes positively to the teaching-learning process of students in content involving Chemistry.Ante varios trabajos en la literatura que discuten el tema, una propuesta para que la enseñanza de la química sea más activa y menos decorativa es a través de juegos educativos, que pueden ser utilizados en diferentes momentos, como en la exhibición de contenidos, representación Conocimientos relevantes sobre diferentes temas, evaluación o síntesis de conceptos importantes de materias ya desarrolladas. En este contexto, el objetivo fue investigar qué han aportado los juegos educativos en el proceso de enseñanza-aprendizaje. Este trabajo es de carácter cualitativo y se inserta como un estudio de caso. Por su desempeño, se identifica con los maestros de secundaria que participan en el Programa Institucional de Bolsas de Iniciação à Docência (PIBID), si completa sus conceptos sobre juegos educativos. Se formaron los resultados obtenidos con la entrevista y entendemos que el uso de juegos educativos, en opinión de los entrevistados, es una herramienta metodológica prometedora para ayudar a los estudiantes a comprender más fácilmente el tema insertado en el aula. A la vista de lo observado, la viabilidad de los juegos puede cumplirse como metodología que contribuya positivamente al proceso de enseñanza-aprendizaje de los estudiantes en contenidos que involucran Química.Tendo em vista diversos trabalhos na literatura que discutem o tema, uma proposta para que o ensino de química se torne mais ativo e menos decorativo é através dos jogos didáticos, os quais podem ser utilizados em momentos diferentes, como na exposição de um conteúdo, representação de conhecimentos relevantes sobre diferentes temas, avaliação ou síntese de conceitos importantes de assuntos já desenvolvidos. Neste contexto, objetivou-se a investigação a respeito do que os jogos didáticos têm proporcionado no processo ensino aprendizagem. Este trabalho é de natureza qualitativa e está inserido como um estudo de caso. Para o desempenho dele, realizou-se entrevistas com professores do ensino médio que participam do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), visando compreender seus conceitos acerca dos jogos didáticos. Os resultados obtidos com a entrevista foram analisados e entendemos que o uso de jogos didáticos, na visão dos entrevistados, é uma ferramenta metodológica promissora para auxiliar que os alunos compreendam com mais facilidade o assunto inserido em sala de aula. Em virtude do que foi observado, pode-se concluir a viabilidade dos jogos como metodologia que contribui de maneira positiva no processo de ensino-aprendizagem dos alunos em conteúdos que envolvem Química.Research, Society and Development2020-09-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/786810.33448/rsd-v9i9.7868Research, Society and Development; Vol. 9 No. 9; e720997868Research, Society and Development; Vol. 9 Núm. 9; e720997868Research, Society and Development; v. 9 n. 9; e7209978682525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/7868/6931Copyright (c) 2020 Joyce Soares de Souza; Lohane Vanessa Gama e Silva; Rita de Cassia Pinto Medeiros; Leonardo Alcântara Alveshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSouza, Joyce Soares de Silva, Lohane Vanessa Gama e Medeiros, Rita de Cassia Pinto Alves, Leonardo Alcântara 2020-09-18T01:42:11Zoai:ojs.pkp.sfu.ca:article/7868Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:30:27.776574Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Educational games and learning in Chemistry: a view of PIBID supervising teachers Juegos educativos y aprendizaje en química: una visión de los maestros supervisores de PIBID Os jogos didáticos e a aprendizagem em Química: uma visão dos professores supervisores do PIBID |
title |
Educational games and learning in Chemistry: a view of PIBID supervising teachers |
spellingShingle |
Educational games and learning in Chemistry: a view of PIBID supervising teachers Souza, Joyce Soares de Metodologias alternativas Jogos didáticos Ensino de química PIBID. Alternative teaching methodologies Educational games Chemistry teaching PIBID. Metodologías alternativas Juegos educacionales Enseñanza de la química PIBID. |
title_short |
Educational games and learning in Chemistry: a view of PIBID supervising teachers |
title_full |
Educational games and learning in Chemistry: a view of PIBID supervising teachers |
title_fullStr |
Educational games and learning in Chemistry: a view of PIBID supervising teachers |
title_full_unstemmed |
Educational games and learning in Chemistry: a view of PIBID supervising teachers |
title_sort |
Educational games and learning in Chemistry: a view of PIBID supervising teachers |
author |
Souza, Joyce Soares de |
author_facet |
Souza, Joyce Soares de Silva, Lohane Vanessa Gama e Medeiros, Rita de Cassia Pinto Alves, Leonardo Alcântara |
author_role |
author |
author2 |
Silva, Lohane Vanessa Gama e Medeiros, Rita de Cassia Pinto Alves, Leonardo Alcântara |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Souza, Joyce Soares de Silva, Lohane Vanessa Gama e Medeiros, Rita de Cassia Pinto Alves, Leonardo Alcântara |
dc.subject.por.fl_str_mv |
Metodologias alternativas Jogos didáticos Ensino de química PIBID. Alternative teaching methodologies Educational games Chemistry teaching PIBID. Metodologías alternativas Juegos educacionales Enseñanza de la química PIBID. |
topic |
Metodologias alternativas Jogos didáticos Ensino de química PIBID. Alternative teaching methodologies Educational games Chemistry teaching PIBID. Metodologías alternativas Juegos educacionales Enseñanza de la química PIBID. |
description |
In view of several works in the literature that discuss the subject, a proposal for the chemistry teaching becomes more active and less decorative is through educational games, which can be used at different times, as in the exhibition of content, representation relevant knowledge on different topics, evaluation or synthesis of important concepts of subjects already developed. In this context, the aim was to investigate what educational games have provided in the teaching-learning process. This work is qualitative and is inserted as a case study. For this, interview was made with high school teachers who participate in the Programa Institucional de Bolsas de Iniciação à Docência (PIBID), to understand their concepts about didactic games. The results obtained with the interview were formed and we understand that the use of educational games, in the interviewees' view, is a promising methodological tool to help students to learn the subject inserted in the classroom. In view of what has been observed, the viability of games can be fulfilled as a methodology that contributes positively to the teaching-learning process of students in content involving Chemistry. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/7868 10.33448/rsd-v9i9.7868 |
url |
https://rsdjournal.org/index.php/rsd/article/view/7868 |
identifier_str_mv |
10.33448/rsd-v9i9.7868 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/7868/6931 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 9; e720997868 Research, Society and Development; Vol. 9 Núm. 9; e720997868 Research, Society and Development; v. 9 n. 9; e720997868 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052823897112576 |