Navegando por Assunto "Jogos educativos"

Agora exibindo 1 - 20 de 39

Análise das contribuições de um júri simulado abordando controvérsias históricas para as discussões sobre natureza da ciência de professores de química em formação
(2019) Lima, Wellington Santos; Silva, Cristiane Martins da; http://lattes.cnpq.br/1000796161353860; http://lattes.cnpq.br/7879048653777338
Assuming that the understanding of the history of science contributes to the understanding of science more realistic, several strategies have been used to include these discussions in the classroom, both in high school and in the superior. Among them, the educational games have been used as a relevant tool for rapprochement between teachers and students, as well as in the wake of the interest of the same by the content. Accordingly, this study aims to analyze the discussion of nature of Science (NdC) which are developed by Graduates in chemistry during the participation of the same in a mock trial history on the discovery of oxygen. The mock trial was held in the discipline of history of chemistry Degree course in chemistry of the Universidade Federal Rural de Pernambuco, in the academic unit of Serra Talhada. Theactivity performed as central discussion questions about the flogistic theory and the discovery of oxygen and was held with 14 students in the half of 2018/1. The data were collected from the video recording of the mock trial, in which he sought to highlight the moments of discussion on NdC present throughout the strategy, to analyze the data, we used the research instrument present in the work (2017). In your research, the author has analyzed the same Historic episode for discussions about NdC, from discussions and reflections of the same text by licenciandos the results feature that participation in the mock jury allowed the Association of content studied something that was exciting for the pupil, thus contributing to a study far more motivating, giving opening for students to express their opinions on the subject making the matter was more complex in a much more interesting content. The use of the mock jury allowed students to exercise a role protagonist in the action, at which time these adopted papers at the trial, and can express themselves and show within the episode their views. What indicates that this strategy can be used by teachers of both the relevant high school as of higher education to the study of the history of science.
Análise das expectativas de aprendizagem do conteúdo jogo entre discentes do 3º ano do ensino médio em uma escola de referência em ensino médio na cidade de Tracunhaém: um estudo de caso
(2019-07-22) Silva, Dailson Carlos de Oliveira; Costa, Marcos André Nunes; http://lattes.cnpq.br/2739394540779281; http://lattes.cnpq.br/6815313906220066
The game is part of the five major contents of the physical education curriculum component. Throughout its history the game had different purposes and purposes according to the time and society and we can see that its relationship with education is strongly related to early childhood education, but it is important for other age groups in what concerns the education. In the state of Pernambuco, the game is understood as a component of body culture to be worked on in physical education classes. For the third year of high school, students are expected to understand the game and be able to reflect, perceive, understand and explain common and regular properties about the object. A case study was conducted at a High School Reference School in the city of Tracunhaém with the objective of investigating the comprehension of the game content in high school, according to learning expectations and it was found that 90% of the students of the 3rd had classes of PE in elementary school, 91% studied game content in PE classes 99% answered that they have or had classes about game in high school, these students answered that the most used strategy during classes was the use of slides and that sports games was the most worked during the classes. When questions referred to expectations 57% answered that they could produce texts about the game, 80% could differentiate the concepts of different games, 91% understood the concepts of victory and defeat within the games, 76% answered that they understood the importance of practice. for health and 91% answered that they understood the importance for leisure and work. The school where the research was conducted proved to be able to meet the expectations of the documents for the E.F. in Pernambuco, even with structural limitations, but we cannot say that this is a reality of all schools in the state school system.
O Brincar & as Brincadeiras na Educação Infantil: reflexões sobre ludicidade e mediação do professor
(2019) Lima, Aparecida da Dores Silva de; Silva, Valéria Casemiro da; Santos, Giselle Maria Nanes Correia dos; http://lattes.cnpq.br/0295353071625877
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.
Concepções e práticas de professores com jogos como recurso didático no ensino de matemática nos anos iniciais do ensino fundamental
(2018-09-03) Silva, Andréa Ferreira da; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084
This research had the objective of analyzing the conceptions and practices of teachers of the initial years with the use of games in the teaching of Mathematics. In order to theoretically base this study, a literature review was carried out on didactic resources and on game use, which served as a parameter for the qualitative analysis of the data collected through questionnaires and class observations in the initial years of elementary school. All participants agreed that games help learning more significantly, mainly because of their playful appearance. Regarding the choice of games, the teachers take into account the age range of the students and the difficulties related to the content. Most of the interviewees are the ones who make the games without the participation of the students. Some games are kept in school, others are taken home by the teacher, ie students have access only when the teacher wishes to include them in their planning. They emphasize that the use of games requires patience and responsibility on the part of the teacher and that the difficulties are related to the students' agitation and to get the participation of all. The results showed that teachers use games, but not with the frequency reported in the questionnaire. In the observations it was possible to verify several positive aspects related to the use of games in the classroom, such as stimulating the students' autonomy and reflections on winning and losing. Predominated the use of games exploring addition and subtraction, always as reinforcement to the content worked, with the perspective of numerical calculation, never contextualized. That is, the proposed games were held for the purpose of doing accounts, training and even decorating.
Desenvolvendo atividade de ensino do pensamento computacional para o gcompris
(2019-12-20) Pereira, Naira Lucia Torres; Andrade, Mariel José Pimentel de; http://lattes.cnpq.br/3111765717865989; http://lattes.cnpq.br/7764394313394810
With the growth of the development of software systems focused on education comes the demand to understand the users’ universe, their expectations visions, and especially the children; and contribute significantly to the evolution of software that provides this experience to users. This report presents the activities carried out in the Mandatory Supervised Internship, whose main element was to contribute and explore the GCompris software, resulting in a roadmap for customizing the GCompris development environment; in the implementation of a new Computational Thinking activity; and in customizing the design of an existing GCompris computational thinking activity from the end-user perspective.
Desenvolvimento de um ambiente para auxiliar a prática de lógica de programação: uma abordagem de gamificação
(2021-03-03) Nogueira, José Elvis da Silva Souza; D'Emery, Richarlyson Alves; http://lattes.cnpq.br/3553920177544450; http://lattes.cnpq.br/7744856274390660
Introduction: learning to program is difficult, a fact verified by the high failure rates in courses in the area of Computing, one of the causes being the difficulty of assimilating logical-mathematical concepts. Educational soft- ware is an alternative to mitigate this problem. Objective: to present the deve- lopment of a game that helps in the practice of Logical Expressions. Method: the coding will be in Java. The organization is given in MVC. XML is used for data storage. The game was assessed using the MEEGA methods; SUS and hy- pothesis testing. Results: it was verified through the SUS evaluation, reconciled the analysis of the applied questionnaire that the game has characteristics that help in learning, in addition to the quality of the same.
Desenvolvimento de um objeto de aprendizagem para ensino da língua portuguesa
(2018) Aquino, Thiago Rodrigo de; Almeida, Isledna Rodrigues de; http://lattes.cnpq.br/8142534647575696
Introduction: According to the Program for International Student Assessment (PISA), a program developed by the Organization for Economic Cooperation and Development (OECD), Brazil ranks 59th in the world education ranking. Through a study carried out byPISA in 2015, the students had low performance, with an average of 407 points, where the ideal score would be 698. Another worrying factor is that according to the Ministry of Education (MEC), students finish elementary school unable to read and write properly. According to the Basic Education Development Index (IDEB), the level of learning in the sixth to ninth grade has not improved sufficiently, over the years this level has been decreasing. The Federal Government has invested in education, where it distributed more than 600 thousand tablets in all public schools in Brazil, with the idea of modernizing, and preparing students for the future. This is a small laptop computer, which already comes with software to prepare the student for the National High School Examination (ENEM), these tablets are also used as a support material for classes by teachers and students. In view of these problems, government investments, and the students' access to this technology, has the proposal of developing a Learning Object (OA), seeking to improve teaching and evaluation method, providing greater student interest and automation of the teachers' work.Objective: this work aims to build a Learning Object, in the form of a game, in order to motivate and help the students of the sixth year in learning the Portuguese language. Methodology: in the development of the tool followed a five-step process that occurred in a sequential manner: 1. Determine the subject to be treated in OA; 2. Raise system requirements; 3. Define the proposed system architecture; 4. Develop OA and 5. Validate OA.Results: The learning object was validated with fifteen students at the Cônego Torres school in Serra Talhada -PE. The OA contributed to the students' learning, as they were more interested in learning using the tool and were able to improve their knowledge. The initial median of the students was 7.0 before they used the OA, median calculated on top of each student's grades. After using the OA, the median of the students increasedto 9.0 with a positive result, improving students' learning.Conclusion: it was concluded that expectations were met, both for the students and the teachers who were satisfied, because the tool had a huge contribution in the students' learning, the students were motivated more to learn through the game,and the same complemented the teaching work. Students learned the content easily. OAs are still poorly used in schools, but we conclude that they can be present in the student's daily life, serving as a complement to the subjects studied in the classroom.
Desenvolvimento de uma abordagem para o aprendizado de cultura gastronômica brasileira com utilização de game learning analytics para avaliação de sua efetividade
(2024-03-06) Farias, Caio Henrique de Souza; Cysneiros Filho, Gilberto Amado de Azevedo; http://lattes.cnpq.br/0534822491953359
Exploring aspects of national gastronomic culture not only enriches understanding of a fundamental part of cultural identity, but also promotes the appreciation and preservation of culinary traditions. Given this scenario, it is necessary to seek effective methods to disseminate this knowledge, with educational games being one of the most promising strategies to achieve this objective. However, the effectiveness of these games is not always guaranteed in the teaching process. To evaluate this effectiveness, we propose the use of Game Learning Analytics, an approach that analyzes data that is collected during the player’s interaction with game elements. This study presents the development of a game that aims to serve as an approach to learning Brazilian gastronomic culture, while using Game Learning Analytics as an essential tool to measure and improve its educational effectiveness and Generative AI for generation of questions relating to educational objectives. This study obtained satisfactory results, demonstrating that the game developed was effective in improving players’ knowledge about the topic covered, with 93.7% of players presenting a Master or Leaner profile.
Desenvolvimento e avaliação de usabilidade do jogo educacional Desktop JAvatar para o ensino da programação orientada a objetos: uma abordagem gamificada
(2021-03-02) Veras, Williany Thalita Almeida; D'Emery, Richarlyson Alves; http://lattes.cnpq.br/3553920177544450; http://lattes.cnpq.br/4632297675232947
The teaching process demands solutions thatencourage student participation and interest. Digitals Games afford a higher level of motivation and interactivity. Goals: Present the JAvatar game and your usability assessment. Methods: Java, XML and architectural patterns are used with iterative and incremental development. The usability assessment uses prospective technique by questionnaires with analysis by Chi-Square, ANOVA and System Usability Scale. Result: An educational game is presented that provides significant contributions to the teaching-learning process of Object Oriented Programming and your design was classified as excellent.
Um estudo comparativo entre metodologias ativas para desenvolvimento de habilidades de pensamento computacional no ensino de robótica
(2022-02-16) Lima, Huan Christopher José de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2033883465489052
With the inclusion of teaching of computing in basic education, through a Resolution that instituted and guided the implementation of the Common National Curricular Base (know as BNCC in Brazil) application of computational thinking and robotics for basic education will be more and more presents as compatible didactic resources with increasing skills and society's abilities to awaken the student as an agent capable of analyzing and investigating the adversities of the present day, which is immersed in technological solutions.In this sense, we seek in this study to analyze the progress of two classroom groups during the learning of computational thinking, using a robotics kit as an educational tool, taught through two active teaching methodologies: gamification, in the morning class, and learning based in problematics, in the afternoon class. In order to understand the students' evolution level and thus be able to compare the two methodologies, a pre-test was applied in the first class and a post-test in the last class in both classrooms. Both the pre-test and the post-test contain the same twenty questions and to solve them, the students used the concepts of the four pillars of computational thinking. From the data collected, we can understand that the level of students' knowledge absorption in activities that require decomposition, pattern recognition, abstraction and algorithms can vary from pillar to pillar, not only according to the active methodology used in the course, as also with adverse factors such as the age of the students, since students under twelve have abstract thinking still in the development.
Explorando o sistema nervoso: uma proposta de jogo didático para o Ensino Fundamental
(2022-09-30) Silva, Lílian Sena dos Santos; Castro, Cristiane Maria Varela de Araújo de; http://lattes.cnpq.br/8181142206633795; http://lattes.cnpq.br/4835422997176142
Um guia para a criação de jogos digitais para aprender inglês
(2019) Silva, Yuri do Nascimento Farias da; Falcão, Taciana Pontual da Rocha; Marinho, Marcelo Luiz Monteiro; http://lattes.cnpq.br/3362360567612060; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/1494750866798901
Digital games have gained the spotlight as learning tools, whether they are educational or commercial.In the past decade, language learning has sparkled special interest concerning the benefits it can get from the usage of digital games. In the present study, we searched the literature to map studies that assessed the characteristics of games that could benefit English learning. 32studies were identified and 20characteristics were suggested. These characteristics were then analyzed and consolidated for the proposal of a set of guidelines for the development of digital games for learning English, seeking to foster its qualities as a game and learning tool.
Impacto ambiental: uma proposta metodológica para o ensino de ciências numa perspectiva argumentativa com o uso de resolução de problema e do jogo didático Salve o rio
(2022-06-03) Amorim, Caroline Vitória Alves; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0816099485845957
The present work is based on presenting the contributions of the didactic game “Salve o Rio” as a strategy in the science teaching-learning process in elementary school, since several studies elucidate the difficulties the students show in having the discipline contents appropriated, demonstrating the need to develop alternative teaching methodologies. The purpose of this work was to evaluate the use of the game “Salve o Rio” as a methodological strategy, in order to stimulate the interest and motivate students on the topic of environmental education. The study was developed and applied with 9th grade students from a municipal school in the city of Recife-PE, whose classes had previously addressed the content of Environmental Education, adding up to 24 students. The interaction between the students, the teacher/student relationship and the way the teams argued at the time of application of the game were observed. It was seen that the cooperative character among the participants and the mood of enthusiasm and involvement in the execution of the game increased. As for the educational process, the didactic game “Salve o Rio” was characterized as an auxiliary tool for science teaching.
A importância do lúdico como recurso metodológico no ensino de ciências
(2022-01-21) Nascimento, Sirleide Karla Ferreira do; Nascimento, Regina Célia Macêdo do; http://lattes.cnpq.br/2339102253217709
A importância dos jogos no ensino-aprendizagem de história: um levantamento historiográfico da produção acadêmica sobre o tema no curso de Licenciatura Plena História da UFRPE (2011-2023)
(2024-03-08) Borba, Lucas Henrique de Amorim; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/5533690465495459
This article seeks to make a survey of course completion works defended in the Full Degree Course in History at the Federal Rural University of Pernambuco, in the interval from 2011 to 2023, which have as their theme the teaching and learning of history through games. We intend to analyze the didactic proposals from the identification of the themes addressed, the theoretical-methodological references chosen and the intentionality of the authors when discussing the historical contents through the games created. As a result, we could perceive the growing defense of games as a plausible alternative to help in the teaching-learning process of school history and its relevance as a didactic resource for the teaching of history.
Jogo educacional para o ensino de astronomia no ensino médio: colonizando marte
(2022-06-08) Alencar, John Miranda; Cavalcante, Vinícius Albuquerque; Miranda, Antonio Carlos da Silva; http://lattes.cnpq.br/3236324734090101; http://lattes.cnpq.br/6354901727868389; http://lattes.cnpq.br/9143007203563032
In this research we approach the teaching of Astronomy with a focus on the Solar System and the colonization of the planet Mars. The research aims to analyse the application of an educational game with high school students from EREM Sizenando Silveira, two classes of the 1st year and two classes of the 2nd year were chosen for the application of the educational product. The theoretical framework was based on David Ausubel's meaningful learning and Lev Vygotsky's theories of teaching through games. For this, we divided the present work into 5 moments, in the first moment we applied a probing test, in the second moment we taught lectures using interactive teaching resources, in the third moment the students watched a documentary about space travel, in the fourth moment we applied the educational game that we developed and in the fifth and last moment we reapplied the diagnostic test with the purpose of discussing the results of deaths through the educational product. The educational product consists of a physical board game, adapted from the Monopoly game where throughout their journey students must rely on strategies and their knowledge of astronomy. From this work it was possible to verify that classes with the use of interactive software allow the student to better interact with the content and develop a critical sense about the difficulties of a space colonization, in addition the use of didactic games is a method capable of encouraging students through topics related to the teaching of astronomy and other related areas.
O jogo popular como conteúdo de ensino na educação infantil: uma experiência a partir da pesquisa-ação
(2018) Andrade, Ana Beatriz de Carvalho Paz de; Costa, Marcos André Nunes; http://lattes.cnpq.br/2739394540779281; http://lattes.cnpq.br/0224433559530496
Modernity and its consequent globalization have brought with it innumerable elements that impact behavior and modify the daily way of life of people. Children who used to play in the streets, replace popular or traditional games with new digital technologies. Taking into account the importance of practicing these games for children's development, the school environment through physical education classes is a means of rescuing them. In view of this the research problem was related to the place that the popular games occupy in the physical education classes of elementary school. In this action research, the theme of popular games was elaborated during 5 (five) interventions, whose main objective was to problematize the pertinence of these games in children 's education, from didactic sequences of teaching, as well as watering games and games that parents and grandparents practiced as children, critically reflect the game content in physical education classes and stimulate the process of redefining popular games. The present work was developed in a school located in the neighborhood of Ibura - Recife / PE, with 107 students of the first and second years of elementary school. Qualitative research of the research-action type and content analysis were adopted as a methodological reference. The results were positive, detected during the activities carried out during the intervention period, confirming the contributions in the teaching - learning process.
Jogos didáticos e o ensino de Física : uma proposta de recurso didático para o ensino de Eletrodinâmica
(2023-12-05) Pereira, Amanda Mikaele Marques; Marques, Maria Danielle Rodrigues; http://lattes.cnpq.br/7367303830021148; http://lattes.cnpq.br/9668164096832929
Jogos digitais como ferramenta de desenvolvimento de habilidades em crianças com Trantornos do Espectro Autista
(2022-02-18) Silva, Elton Martins; Diniz, Juliana Regueira Basto; http://lattes.cnpq.br/0175193064988810; http://lattes.cnpq.br/9388489442092206
The digital games market has grown a lot in the last years, with the production of games that have entertainment and fun as their main objective. Besides the common use, digital games have been gaining another visibility with educational purposes, benefiting society. This paper aims to explain how digital games can help in the construction of educational methodologies that will help in the cognitive development of children with autism spectrum disorder, showing the main available games developed and studied nowadays, their main technologies of use, and proposed benefits. These games can be used to improve educational methodologies that promote the inclusion of children with ASD in the school environment, through the development of motor, social, and cognitive skills. The ability to integrate this group into society has been increasing progressively these days, with the awareness of the population and also with the help of the development of new technologies. There is a certain advance when it comes to the development of teaching-learning techniques and methods for children with ASD. In this sense, technology is a powerful tool to improve teaching methodologies, since the challenges and barriers are still present in many moments. It is emphasized that it is essential to encourage new studies in the academic field, in conjunction with several areas to promote knowledge and proper direction of technological research, after all, technology is extremely comprehensive, and its resources should be used for the benefit of everyone in society.