A gamificação interligada aos jogos digitais como estratégia pedagógica no ensino de química
Nenhuma Miniatura disponível
Data
2021
Tipo de documento
Monografia
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Exatas e da Terra
Modalidade de acesso
Acesso aberto
Editora
Autores
Dantas, Welinton Santos
Orientador
Souza, Amanda Maria Rabelo
Coorientador
Resumo
Essa pesquisa tem como objetivo contribuir com os métodos de ensino, trazendo a gamificação aliada aos jogos digitais como recurso pedagógico, deste modo a pesquisa vem mostrar sobre as diferentes percepções que os alunos tem da química, na qual geralmente é vista como uma disciplina complexa. No entanto, vem abordar sobre a gamificação e os jogos digitais como contribuição para o ensino, desconstruindo então as visões complexas da química; é possível analisar que a mesma traz teóricos que afirmam sobre a finalidade e a relevância da gamificação no ensino, mostrando também algumas relações com as tecnologias digitais. Deste modo, a pesquisa traz contribuições significativas para o docente de química, em que o mesmo precisa analisar e inovar seus métodos no ambiente educativo, fazendo com que o indivíduo tem uma aprendizagem de qualidade. Os jogos digitais contribuem indiretamente ou até mesmo diretamente no processo de aprendizagem do aluno em modo geral, desta forma o docente tem como alternativa utilizar os jogos digitais a favor, ao se falar nesses jogos a pesquisa levanta alguns tipos de jogos e sua aplicabilidade, sendo eles, Among Us, Ludo, Kahoot, Free Fire, Angry Birds e Minecraft, ou seja, são games da atualidade, na qual é uma possível estratégia do professor, utilizar os jogos que estão na mídia. De acordo com a pesquisa é fundamental que o professor passe a conhecer sobre a gamificação, ou seja, saber explorar e aplicar, no entanto é preciso que o mesmo tenha afinidade com os games digitais, pois não é compreensível aplicar determinado jogo sem ao menos conhecer o seu menu ou sua aplicabilidade. Portanto, a realização desse estudo passa a explorar e discutir sobre a gamificação, onde a mesma tem como finalidade engajar e motivar os alunos no ensino de química, através de uma forma inovadora e divertida que possibilita os discentes obter um processo ensino aprendizagem e interação entre professor e aluno.
This research aims to contribute to teaching methods, bringing gamification with digital games as a pedagogical resource, thus the research comes to display the different perceptions that students have of chemistry, which is generally seen as a complex discipline. Nevertheless, it comes to address gamification and digital games as contributions to teaching methods, thus deconstructing the complex views regarding chemistry; it is possible to analyze that it discusses theorists who claim about the purpose and relevance of gamification in education, also presenting some relationships with digital technologies. Thus, the study carries significant contributions to chemistry teachers, who need to analyze and innovate their methods in the educational environment, ensuring that the individual has quality learning. Indirectly or even directly, digital games contribute to the student's learning process in general, so the teacher has as an alternative to use digital games in your favor, when talking about these games, the research analyzes some types of games and their applicability, them being, Among Us, Ludo, Kahoot, Free Fire, Angry Birds and Minecraft, that is, they are current games, in which it is a possible teacher's strategy to use games that are currently in the media. According to the research, it is essential that the teacher gets familiar with gamification, that is, to know how to explore and apply it, however it is necessary that him have an affinity with digital games, as it is not understandable to apply a certain game without at least knowing its menu or its applicability. Therefore, this study starts to explore and discuss gamification, where it aims to engage and motivate students in the teaching of chemistry, through an innovative and fun way that enables students to obtain a teaching-learning process and interaction between teacher and student.
This research aims to contribute to teaching methods, bringing gamification with digital games as a pedagogical resource, thus the research comes to display the different perceptions that students have of chemistry, which is generally seen as a complex discipline. Nevertheless, it comes to address gamification and digital games as contributions to teaching methods, thus deconstructing the complex views regarding chemistry; it is possible to analyze that it discusses theorists who claim about the purpose and relevance of gamification in education, also presenting some relationships with digital technologies. Thus, the study carries significant contributions to chemistry teachers, who need to analyze and innovate their methods in the educational environment, ensuring that the individual has quality learning. Indirectly or even directly, digital games contribute to the student's learning process in general, so the teacher has as an alternative to use digital games in your favor, when talking about these games, the research analyzes some types of games and their applicability, them being, Among Us, Ludo, Kahoot, Free Fire, Angry Birds and Minecraft, that is, they are current games, in which it is a possible teacher's strategy to use games that are currently in the media. According to the research, it is essential that the teacher gets familiar with gamification, that is, to know how to explore and apply it, however it is necessary that him have an affinity with digital games, as it is not understandable to apply a certain game without at least knowing its menu or its applicability. Therefore, this study starts to explore and discuss gamification, where it aims to engage and motivate students in the teaching of chemistry, through an innovative and fun way that enables students to obtain a teaching-learning process and interaction between teacher and student.
Palavras-chave
Gamificação, Tecnologias digitais, Jogos digitais, Ensino de Química, Aprendizagem