DIDACTIC GAMES IN CHEMISTRY CLASSES IN PUBLIC HIGH SCHOOLS

Abstract

In chemistry teaching, games have gained space in recent years, but it is necessary that the use of this resource be thought and planned within a consistent pedagogical proposal. It is essential that teachers of chemistry recognize the real meaning of play education so that they can apply the games appropriately in chemistry classes, because it is perceived that traditional methodologies are still adopted by most educators, thus contributing to the permanence and difficulties in the study. Therefore, it is necessary to seek alternative resources to improve the practice of the transmission of knowledge that encourages the student to want to learn the discipline taught. In this sense, the present work had as objective to investigate on the importance of the insertion of didactic games in the discipline of Chemistry for the students of the High School of the public schools of the municipality of Uruçuí-Piauí. The study was carried out through a bibliographic survey, quantitative research and data collection were used as a questionnaire instrument with the teachers, in order to know what didactic resources most used by them and had or did not use some didactic game and its interest in applying in the classroom. The results indicated great use of visual resources, the textbook being the most used and almost none of the teachers had knowledge of didactic games, but they showed great interest in the subject. It is in this context that this article aims to contribute, bringing some theoretical references and pedagogical aspects that should be taken into account when developing activities with didactic games in chemistry classes bringing a significant improvement in the assimilation of contents and in the development of learning.