Jogos no ensino de química: uma análise da percepção dos estudantes

Abstract

Academic education has undergone a series of changes and improvements to become more meaningful and accessible, always focusing on human development and its impact on the world. Scholars such as Paulo Freire advocate for education based on dialogue and critical reflection. Freire criticized the "banking model" of education, where students are passive recipients in the learning process. In contrast, he emphasized student protagonism through questioning and reflection, enabling them to become critical and active learners. Building on these principles, various studies and tools have been developed to foster more meaningful and dialectical learning experiences. Among these tools, educational games stand out as they enable students to take an active role in their education. This study aims to explore the effects of incorporating educational games into chemistry teaching. Specifically, it seeks to evaluate their effectiveness, the level of student engagement, and learning outcomes. Adopting a qualitative approach, the research investigates high school students' perspectives on integrating games into their chemistry learning experience. The results revealed a strong preference and enthusiasm among students for using games, highlighting their ability to spark curiosity, enhance content understanding, and create a dynamic learning environment. However, some participants expressed more moderate or negative views about the use of games. The findings of this study contribute to a deeper understanding and better application of this tool, benefiting both educators and students while promoting a more engaging and effective approach to chemistry teaching.