Gamificação, estratégias e desafios para o ensino de ciências: uma revisão bibliográfica

Abstract

The interest of high school students in playful classes, including in the mandatory undergraduate internship, makes it necessary to debate the introduction of active methodologies, the challenges, and what strategies to introduce gamification in science teaching. And so they implement this methodology of science teaching in their planning and discover or build strategies to make this happen. It is necessary to conceptualize this active methodology of teaching gamification, citing the different characteristics and highlighting the challenges of implementing this method in different realities. Bibliographic review research was carried out in an academic database. Therefore, it was found that there are several factors that hinder the introduction of gamification in science teaching, especially resources to aid in the process. There is great interest from the academic and school community in understanding more about the active methodology of gamification, outlining strategies for the student to arouse interest in the active construction of knowledge. Which led to the realization that the use of this methodology is important to engage the student in the content, requiring tools to evaluate the behavior and development of the same.