Navegando por Autor "Souza, Keyla Dayane Rodrigues"

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Chemstories: uma proposta lúdica com muita imaginação, suspense e Química!
(2022-06-02) Souza, Keyla Dayane Rodrigues; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/2243457699504406
By having a high abstraction’s degree, require spatial and mathematical reasoning and the approach, predominantly centered on teaching by transmission, Chemistry is, for the student, one of the most difficult school subjects. So, it seems necessary to us, among other actions, to choose activities that have the potential to arouse interest, which is a great challenge, especially in specific situations, such as youth and adult education, night school and, more recently, the reality of emergency remote teaching. Therefore, it is necessary for the teacher to seek the introduction of didactic strategies that enables a more atractive Chemistry’s teaching, including those that are able to place students in an active role. In this scenario, working with recreational activities, especially games, is increasingly gaining space in classrooms and research groups in Chemistry teaching, as it is an essentially motivating and attractive instrument, which can provide learning in a pleasant and spontaneous way. Through games, students awaken autonomy, creativity and concentration, essential aspects to effectively learn scientific concepts. If these activities are applied frequently, an environment is established in which taking pleasure in studying Chemistry is something natural and facilitates the understanding of the syllabus. Thus, this work aims to present ChemStories, a didactic game to be applied in schools, and in other spaces or areas, with the objective of bringing chemistry closer to students, motivating and developing learning. Based on Black Stories, a popular and macabre commercial game (stricto) with lots of suspense, fun and imagination, we present in this text how the ChemStories elaboration process took place, keeping all the mystery of the original cards and adding the Chemistry knowledge section, present on the back of the cards, with the aim of scientifically explaining what happened in the plots of the stories. We discussed the game when applied, for the first time in Higher Education, remotely due to the COVID-19 pandemic, then in a class of 9th grade of Elementary School, in hybrid teaching and, finally, with the 3rd year of high school, in a fully face-to-face manner. ChemStories proved to be efficient, as the students actively participated in the entire process. It seems to us that activities like these are necessary and Chemistry is present in our daily lives in activities that we do not even realize.