Polymerizing chemistry: roulette game as a facilitator of the teaching and learning process of polymers
DOI:
https://doi.org/10.33448/rsd-v11i11.33728Keywords:
Playful activity; Teaching-learning; Chemistry.Abstract
The present work aimed to dynamically encourage the teaching-learning process of polymer content for high school. The roulette game “Polymerando a chemistry” on the content of polymers was applied in 3rd grade classes at Escola Estadual Manoel André, municipality of Arapiraca - AL. The action research was developed in 5 phases: 1) survey questionnaire; 2) expository-dialogued class; 3) game construction; 4) game application; 5) reapplication of the survey questionnaire. The application of the roulette game provided the students with a dynamic class, outside the traditional teaching pattern, which they were used to. After the application of the game “Polymerizing chemistry”, 94% of the students were able to identify what polymers would be. Regarding the question of what plastics would be, there was a 56% increase in the number of correct answers by students. In the third question, about the origin of polymers, 78% of the students obtained exact answers. Finally, when dealing with basic knowledge about polymer content, 94% of students demonstrated assimilation of the subject. The positive influence that the ludic activity provided for these groups is clear, the results showed that there was an understanding of the students about the Polymers subject, as well as an improvement in the performance and yield of the activities carried out.
References
Antunes, M., Pacheco, M. A. R., & Giovanela, M. (2012). Design and implementation of an educational game for teaching chemistry in higher education. Journal of Chemical Education, 89(4), 517–521. https://doi.org/10.1021/ed2003077
Arboleya-García, E., & Miralles, L. (2022). ‘The Game of the Sea’: An Interdisciplinary Educational Board Game on the Marine Environment and Ocean Awareness for Primary and Secondary Students. Education Sciences, 12(1), 1–20. https://doi.org/10.3390/educsci12010057
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1–14. https://doi.org/10.1080/10494820.2014.964263
Buendía-Atencio, C., Pieffet, G. P., & Lorett Velásquez, V. P. (2022). WERNER: A Card Game for Reinforcement Learning of Inorganic Chemistry Nomenclature. Journal of Chemical Education, 99(5), 2198–2203. https://doi.org/10.1021/acs.jchemed.2c00166
Camarca, M., Heuett, W., & Jaber, D. (2019). CHEMCompete-II: An Organic Chemistry Card Game to Differentiate between Substitution and Elimination Reactions of Alcohols. Journal of Chemical Education, 96(11), 2535–2539. https://doi.org/10.1021/acs.jchemed.9b00486
Carbo, L., da Silva Torres, F., Zaqueo, K. D., & Berton, A. (2019). Atividades práticas e jogos didáticos nos conteúdos de química como ferramenta auxiliar no ensino de ciências. Revista de Ensino de Ciências e Matemática, 10(5), 53–69. https://doi.org/10.26843/rencima.v10i5.1819
Cardinot, A., & Fairfield, J. A. (2019). Game-based learning to engage students with physics and astronomy using a board game. International Journal of Game-Based Learning, 9(1), 1–15. https://doi.org/10.4018/IJGBL.2019010104
Carney, J. M. (2015). Retrosynthetic rummy: A synthetic organic chemistry card game. Journal of Chemical Education, 92(2), 328–331. https://doi.org/10.1021/ed500657u
Chassot, A. (2018). Alfabetização científica: questões e desafios para a educação. (8ª ed.). Unijuí.
Conceição, A. R., Mota, M. D. A., & Barguil, P. M. (2020). Jogos didáticos no ensino e na aprendizagem de Ciências e Biologia: concepções e práticas docentes. Research, Society and Development, 9(5), 1–26. https://doi.org/10.33448/rsd-v9i5.3290
Costa, A. (2019). Ensino híbrido em foco: estratégias para o ensino de funções orgânicas oxigenadas, [Dissertação, Universidade Federal do Rio Grande do Norte]. Biblioteca Digital Brasileira de Teses e Dissertações. https://repositorio.ufrn.br/handle/123456789/27857
Erlina, C. C., & Williams, D. P. (2018). Prediction! the VSEPR Game: Using Cards and Molecular Model Building to Actively Enhance Students’ Understanding of Molecular Geometry. Journal of Chemical Education, 95(6), 991–995. https://doi.org/10.1021/acs.jchemed.7b00687
ESPÍRITO SANTO (Estado). (2009). Secretaria da Educação. Conteúdo Básico Comum do Estado do Espírito Santo (CBC/ES). Vitória: SEDU, 2009. http://sedu.es.gov.br/Media/sedu/pdf%20e%20Arquivos/Curr%C3%ADculo/SEDU_Curricu lo_Basico_Escola_Estadual_(FINAL).pdf
Farmer, S. C., & Schuman, M. K. (2016). A Simple Card Game to Teach Synthesis in Organic Chemistry Courses. Journal of Chemical Education, 93(4), 695–698. https://doi.org/10.1021/acs.jchemed.5b00646
Ferreira, E., & Campos, E. (2020). Ensino, pesquisa, extensão: Contribuições da pesquisa-ação / Enseñanza, investigación y extensión: Contribuciones de la investigación-acción. Actualidades Investigativas En Educación, 20(1), 1–16. https://doi.org/10.15517/aie.v20i1.39972
Franco Mariscal, A. J., Oliva Martínez, J. M., & Bernal Márquez, S. (2012). An educational card game for learning families of chemical elements. Journal of Chemical Education, 89(8), 1044–1046. https://doi.org/10.1021/ed200542x
Franco-Mariscal, A. J., Oliva-Martínez, J. M., Blanco-López, Á., & España-Ramos, E. (2016). A game-based approach to learning the idea of chemical elements and their periodic classification. Journal of Chemical Education, 93(7), 1173–1190. https://doi.org/10.1021/acs.jchemed.5b00846
Gogal, K., Heuett, W., & Jaber, D. (2017). CHEMCompete: An Organic Chemistry Card Game to Differentiate between Substitution and Elimination Reactions of Alkyl Halides. Journal of Chemical Education, 94(9), 1276–1279. https://doi.org/10.1021/acs.jchemed.6b00744
Higueras-Rodríguez, L., Medina-García, M., & Molina-Ruiz, E. (2020). Analysis of courses and teacher training programs on playful methodology in andalusia (Spain). Education Sciences, 10(4), 1–18. https://doi.org/10.3390/educsci10040105
Holzmann, S. L., Schäfer, H., Groh, G., Plecher, D. A., Klinker, G., Schauberger, G., Hauner, H., & Holzapfel, C. (2019). Short-term effects of the serious game “fit, food, fun” on nutritional knowledge: A pilot study among children and adolescents. Nutrients, 11(9), 1–13. https://doi.org/10.3390/nu11092031
Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Assessment for Game-Based Learning In: Ifenthaler, D., Eseryel, D., Ge, X. (eds) Assessment in Game-Based Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3546-4
Késia, A., Pereira, I. F., Oliveira, R. M. A. de, & Silva, R. I. da. (2019). A pesquisa-ação nas publicações da Revista Brasileira de Educação (2016-2018). Research, Society and Development, 8(10), 1–17. https://doi.org/10.33448/rsd-v8i10.720
Messeder Neto, H. D. S. (2019). O jogo é a excalibur para o ensino de ciências? apontamentos para pensar o lúdico no ensino de conceitos e na formação do professor. ACTIO: Docência Em Ciências, 4(3), 77–91. https://doi.org/10.3895/actio.v4n3.9764
Moreira, F. B. F., Sousa, I. R. C., Oliveira, K. A. N., Menezes, M. A. G., Moreira, E. F., Roberto, P., & Fernandes, N. (2012, out. 25). Memória Química: uma abordagem lúdica para auxiliar no ensino de Reações Químicas. [Conferência]. Congresso Norte Nordeste de Pesquisa e Inovação (VII CONNEPI), Palmas – Tocantins. https://propi.ifto.edu.br/ocs/index.php/connepi/vii/paper/viewFile/468/1124
NASCIMENTO, A. K. M. (2015). Uma sequência de ensino sobre polímeros para o ensino médio de química: a trajetória de produção, desenvolvimento e análise. [Dissertação, Universidade Federal de Minas Gerais]. Repositório Institucional da UFMG. https://repositorio.ufmg.br/bitstream/1843/BUBD-ANHLCP/1/vers_o_final_disserta__o_polimeros_21_04__2016.pdf
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Ribeiro, M. H. S., Ramos, E. C. S. S., Carvalho, A. C., Cavalcante, K. S. B., & Brandão, C. M. (2016, jul. 25). Gincana “Química em velocidade máxima”: ações do PIBID no Centro de Ensino Médio Gonçalves Dias em São Luís - MA. [Comunicação oral]. Encontro Nacional de Ensino de Química (XVIII ENEQ), Florianópolis – SC. https://kipdf.com/gincana-quimica-em-velocidade-maxima-aoes-do-pibid-no-centro-de-ensino-medio-gon_5aad480a1723dd52f51da4fb.html
Rocha, J. S., & Vasconcelos, T. C. (2016, jul. 25). Dificuldades de aprendizagem no ensino de química: algumas reflexões. [Comunicação oral]. Encontro Nacional de Ensino de Química (XVIII ENEQ), Florianópolis – SC. https://www.eneq2016.ufsc.br/anais/resumos/R0145-2.pdf
Sá Alves, T. R., Campelo, C. S. C., Santos, C. F., Castro, D. L., Pinto, K. G. A., Jesus, V. L. B. D., Vieira, A. F., & Viana, S. S. (2012, jul. 29). Separação de misturas: a união entre conceitos químicos e o cotidiano. [Comunicação oral]. Simpósio Brasileiro de Educação Química. Teresina – PI. http://www.abq.org.br/simpequi/2012/trabalhos/160-9049.html
Samuelson, A. G. (2018). Card games and Chemistry Teaching Organometallic Reactions Through Card Games. Resonance, 23(8), 915–923. https://doi.org/10.1007/s12045-018-0693-0
Santana, E. M. de. (2012). O uso do jogo autódromo alquímico como mediador da aprendizagem no ensino de química, [Dissertação, Universidade de São Paulo]. Biblioteca Digital de Teses e Dissertações da USP. https://www.teses.usp.br/teses/disponiveis/81/81132/tde-31052012-150554/publico/Eliana_Moraes_de_Santana.pdf
Santos, G. P. dos, de Morais, D. R., de Souza, C. I. F. R., Fonseca, N. A. R., & Miranda, M. L. D. (2021). Mixtures and Their Separation Methods: The Use of Didactic Games, the Jigsaw Method and Everyday Life as Facilitators to Construct Chemical Knowledge in High School. Orbital, 13(5). https://doi.org/10.17807/orbital.v13i5.1650
Silva, A. L., Matias, J. C., & Barros, J. A. (2021). Pesquisa em Educação por meio da pesquisa-ação. Revista Eletrônica Pesquiseduca, 13(30), 490–508. https://periodicos.unisantos.br/pesquiseduca/article/view/1060/938
Silva Júnior, J. N., Sousa Lima, M. A., Nunes Miranda, F., Melo Leite Junior, A. J., Alexandre, F. S. O., de Oliveira Assis, D. C., & Nobre, D. J. (2018). Nomenclature Bets: An Innovative Computer-Based Game to Aid Students in the Study of Nomenclature of Organic Compounds. Journal of Chemical Education, 95(11), 2055–2058. https://doi.org/10.1021/acs.jchemed.8b00298
Souza, L. D. (2019). Seleção, organização e disponibilização de conteúdos digitais para professores de Química através de um ambiente virtual, [Dissertação, Instituto de Química da Universidade Federal do Rio de Janeiro]. Programa de mestrado profissional em Química em rede nacional. https://profqui.iq.ufrj.br/wp-content/uploads/2020/08/Disserta%C3%A7%C3%A3o_2019_Luan-Duarte-de-Souza_Final.pdf
Triboni, E., & Weber, G. (2018). MOL: Developing a European-Style Board Game to Teach Organic Chemistry. Journal of Chemical Education, 95(5), 791–803. https://doi.org/10.1021/acs.jchemed.7b00408
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 1–23. https://doi.org/10.1016/j.edurev.2020.100326
Zhang, X. (2017). Acid-Base Poker: A Card Game Introducing the Concepts of Acid and Base at the College Level. Journal of Chemical Education, 94(5), 606–609. https://doi.org/10.1021/acs.jchemed.6b00590
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Grace Kelly Lima Sobrinho; José Ilson da Silva; José Marcelino Pereira Junior; Magnólia Carla Conceição dos Santos; Fernanda Stefanny Lima Sobrinho; Amanda Lima Cunha; Graciele Lima Sobrinho; Mayara Camila Santos Silva; Aldenir Feitosa dos Santos
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
