Jogo: uma ferramenta de apoio ao ensino de química orgânica

Abstract

This intervention project aims to demonstrate that there is room to innovate pedagogical didactics in the classroom in the chemical discipline if the teacher updates his methodology. An effective way is to use a playful pedagogical game. The games, in general, provide an innovative methodology to teach more pleasant and interesting; since, among other factors, lack of motivation is the main cause of students' lack of interest in chemistry, almost always a consequence of the teacher's methodology in the classroom. The board game was proposed for the third year of high school and aimed to review and fix the contents related to organic chemistry, such as Hydrocarbons, Oxygenated Functions, and Nitrogenated Functions. It was applied to a class at the Rivanda Nazaré da Silva Guimarães State School. Initially, a knowledge survey test was conducted through a questionnaire with eight questions regarding the content. In the next class, the questionnaire's resolution was made to resolve some doubts identified in the questionnaire's analysis. Then the game was applied in the classroom to 18 students, divided into 3 groups of 6 students. The game's success rate was higher than in the questionnaire, being 72% and 32%, respectively. The game allowed students to practice and remember the concepts, formulas, and nomenclatures of organic chemistry in an interactive way.