O lúdico e os jogos no ensino de química: um estudo sistemático em eventos na área

Abstract

Is consensus the need to innovate classes in an attempt to contribute to the students becoming more interested, attentive and participative. Currently has discussed changes in teaching for those official documents (BRAZIL, 1999, 2006) encourage the adoption of different methodologies in the classroom. Adding to this idea, the ludic has been considered by different researchers (SOARES, 2004; CUNHA, 2012 ROBAINA, 2008) as a promising methodology for the development of learning in chemistry. The objective of this work is to understand that the area of chemical education has produced and discussed knowledge related to the ludic and games. Therefore, this research focuses on investigative work covering the ludic and /or games published in the period 2002-2011 at the Annual Meeting of the Brazilian Chemical Society Meeting and Debate on Teaching of Chemistry. This research and a quantitative and qualitative nature. Quantitative research collects information about and discusses the dispersion of work throughout the period analyzing and the authors of these publications. Already qualitative research deepens the study of the subject from a refinement of the quantitative study, trying to analyze those works that were more significant. Among the main results is that research on ludic and games are being expanded over the past years, but still there are few studies about how is the teaching and learning through the use of these resources. Furthermore, deepening the subject realizes that l can develop interest, curiosity, motivation, community and cooperativeness, as well as improving the relationship between student and teacher. Accordingly, it is considered as a possible argument of this research the ludic and games as promising practices for used in the classroom of Chemistry.