LUDIC ACTIVITIES IN CHEMISTRY EDUCATION

Abstract

The learning of chemistry faces several difficulties by students, especially the lack of interest of some and so it is important to think about how to facilitate learning through play. The chemical curriculum component is seen by many students as complicated and theoretical, due to the fact that it requires understanding of content sometimes seen as abstract. However, chemistry is present at all times of our lives and it is necessary to understand this curricular component and link it to everyday situations. Thus, one is asked: Does playful teaching facilitate the learning of chemistry? In an attempt to answer this question, we have this article with the main objective of analyzing how the use of games facilitates the teaching of chemistry, and also understand how this happens. Thus, we start from the analysis of the use of games as a form of relaxed ness in class, stimulation of learning, means of socialization among students and way to reduce the distancing student and teacher that sometimes happens. The article comprises a theoretical research in scientific journals and digital platforms between the years of two thousand sixteen and two thousand and twenty, where the fifteen texts analyzed deal with the importance of ludicity for the construction of learning. It is worth remembering that games do not replace classes, but work as an extra strategy being essential to previous planning. It is expected that this article will serve as a basis for future studies and strategy plans that seek the facilitation of chemistry teaching.