USE OF AN EDUCATIONAL GAME IN THE CONTENT OF ELECTRONIC DISTRIBUTION IN CHEMISTRY TEACHING

Abstract

In chemistry education, these resources can serve as auxiliary tools for teachers, as they aim to spark student interest, foster classroom interaction, and facilitate the understanding of course material. This study addresses the development, implementation, and evaluation of an educational game based on the Kellyan Experience Cycle (CEK) for teaching general chemistry at the high school level—specifically focusing on electron conFiguration (Linus Pauling's diagram). The game creates a scenario where students can determine the electron conFiguration of most chemical elements using only atomic data, while also addressing elements that deviate from the standard Pauling conFiguration (such as Cr, Cu, Ag, and Au). Data were collected during the game's implementation with a first-year high school class at a public school in Vitória de Santo Antão, Pernambuco. The methodological framework was the Kellyan Experience Cycle (CEK), grounded in George Kelly's Personal Construct Theory (1963). Students played the game and completed questionnaires regarding their experience with the cycle. Results showed that the game significantly aided comprehension, as students engaged with the material in a more enjoyable and appealing way—particularly regarding the identification of chemical elements via electron conFiguration. Thus, the "Dados Pauling" game proves to be a valuable tool for teaching electron conFiguration in general chemistry. Furthermore, we observed that students refined their initial hypotheses regarding the subject matter and consolidated their knowledge.