Licenciatura em Química (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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2 resultados
Resultados da Pesquisa
Item O uso do jogo do tipo escape como ferramenta didática e suas contribuições na construção e avaliação do conhecimento químico no ensino médio(2023-09-22) Chagas, Emmanuel Gutemberg de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/3302014371624686Gamification emerges as a proposal to incorporate game elements in contexts outside of games. Thus, this study aims to analyze, based on the students' experience, the potentialities of the Digital Escape Room (DER) in chemistry teaching as an assessment tool and its contributions to the teaching and learning process and the construction of chemical knowledge for first-year high school students, at a private school in the Metropolitan Region of Recife (RMR), through a review of the contents of states of matter, atomic models, chemical elements and their properties, quantum numbers, molecular geometry, inorganic functions, and equation balancing. In this way, we seek to answer the following question: How can gamification through the application of DER-type games contribute to the teaching-learning process and the construction of chemical knowledge for first-year high school students? This objective is based on the understanding that the use of tools, such as games, has the function of attracting and engaging students and filling the gaps resulting from a rigid education that we are currently experiencing. The research is framed in the methodological field as qualitative, with a descriptive nature, based on data analysis. The study developed is based on some relevant concepts of the theoretical context, namely: playfulness, digital technologies, digital games, assessment, and High School. The experience of the class was collected, observed, and analyzed through a questionnaire prepared via Google Forms. This study involved 16 students from the school, of which 87% responded to the form. Through data analysis, it was possible to favorably determine the potential and contributions of DER as a didactic and assessment tool. The study data point to the need for preparation to ensure better immersion, as perceived in the students' statements.Item Mandacaru radioativa: uma proposta de gamificação no Google Forms para o ensino de Química(2022-10-10) Silva, Alane Conceição Leite e; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2965802485781762The teaching of Chemistry is sometimes seen as very complex by students. Regarding the teaching of Radioactivity, there is an even greater deficit, since it is a content that is usually present at the end of the books, causing the unavailability to use the theme in the classroom. In this sense, using different methodologies so that the teaching and learning process is more effective can be an alternative. One of the alternatives can be gamification. Gamification fits as an active methodology and is used in the educational environment to promote greater motivation, participation and engagement in students. From this, the objective of this work was to build a gamified activity for the content of Radioactivity contextualized for High School. For this, qualitative research was carried out in four stages. In the first stage, a bibliographic review was carried out covering the main aspects about the work on gamification in the teaching of Chemistry. The second stage consisted in the construction of the Gamified Activity (GA) based on the literature review. In the third stage, the application of AG was carried out in high school classes. And, in the fourth stage, the analysis of students' perceptions about AG was carried out. Data collection was carried out through questionnaires, interviews and simple observations, and data analysis was performed based on Active Technological Learning (ATA), Revised Bloom's Taxonomy, and gamification assumptions. The results show that only eight articles discussed gamification in Chemistry teaching and that only one article involved the content of radioactivity and gamification. In addition, in the analysis of the articles, the main elements of the games used that contributed to the construction of the gamified proposal entitled “Mandacaru Radioativa” were observed. Regarding the results obtained through the application of the activity, it was identified that gamification can directly influence the effective learning of students, since it promoted greater participation, engagement and autonomy of the participants, being one of the main characteristics to be obtained through the ATA linked to gamification. With this, it is believed that this type of activity can be used not only in physical classrooms, but anywhere and at any time, requiring only internet access, which suggests its potential to contribute to an active teaching of students, expanding their perceptions about the teaching of Chemistry.