Contribuição de um jogo didático no reconhecimento das funções orgânicas

Abstract

When we talk about teaching Organic Chemistry in high school, we realize that the practice normally used in the classroom is traditional, in the memorization and repetition of names, formulas and calculations, totally disconnected from the student's daily life. The use of educational games allows the student to have a creative, social and cultural perspective, and can provide conditions where knowledge is consolidated, through the game the student exercises his ability to imagine situations. This work presents the development of a didactic game aimed at students of the 3rd year of high school, whose construction took place from useful and surveys of the difficulties experienced by students in organic chemistry classes, with the goal, application and evaluation of a didactic game in order to verify your contribution as a facilitator in the construction of knowledge. A semi-structured questionnaire was applied before and after the application of the educational game, then data were collected for analysis. The results confirmed that there was a positive evolution in the answers after the application of the didactic game, thus being a satisfactory proposal that helps the teaching-learning process without success, without the development of skills such as initiative, argumentation capacity, cooperation and improvement as interpersonal relationships in classroom.