PEDAGOGICAL GAME IN CHEMISTRY TEACHING AS AN EVALUATION TOOL OF THE STUDENTS' LEARNING PROCESS
DOI:
https://doi.org/10.31692/2595-2498.v6i1.253Keywords:
teaching and learning, pedagogical game, organic chemistryAbstract
The following work discusses the application of a pedagogical game in the teaching of Chemistry as an evaluative instrument of the students' learning process, with the objective of analyzing the use of the pedagogical game in the teaching of Chemistry as an evaluation method of students' learning. We had 33 participants, these being students in the 3rd year of public high school. The research is configured as a case study of the explanatory type of qualitative approach, in which, it permeated to answer the following question "How the Pedagogical Games can be used as evaluative instruments in the teaching of Chemistry?". The elaboration of the practice carried out with the students was based on the five stages of the Ludic Methodological Path proposed by Nascimento (2022). For the first stage, we used questionnaires to identify the students' prior knowledge, enabling us to identify a deficit in their knowledge of the concepts of Organic Chemistry. Having identified the difficulties, then we started the second stage, in which an explanation of the concepts that the students demonstrated greater difficulty was carried out, in this way, we were able to reduce the gaps in knowledge about the contents. In stages three and four, where there was a record of the experience of the game, this was analyzed according to the criteria proposed by Christie (1991) where it was possible to prove its relevance and to analyze the experience, the corollaries present in the Theory of Kelly's Personal Constructs (TCP) (1963). In the fifth stage, there was a dialogue with the students about the practice. During the execution of the practice, we can notice how much the playful activities help in learning, given the dedication and acceptance that there was on the part of the students, however, the scarcity of these practices in the classroom is notorious, therefore, we emphasize the importance of incorporate pedagogical games into teaching and assessment strategies, as these can provide a more effective and engaging way to enhance student learning.
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Copyright (c) 2023 ANDERSON SOARES DA SILVA, MARIA APARECIDA DO NASCIMENTO SILVA, Ayrton Matheus da Silva Nascimento, Kilma da Silva Lima Viana (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
