Gamificação como estratégia para o engajamento no ensino de química

Abstract

Chemistry, as a central science, is fundamental for understanding nature and the phenomena that occur with it. In this sense, teaching Chemistry in basic education, especially, is very important so that students can understand the world around them. However, turning students' attention to classes is becoming an increasingly challenging task due to the various digital stimuli. In this scenario, active methodologies present themselves as a possibility for creating an environment with autonomy and interaction, favoring more dynamic learning. Among these methodologies, gamification, especially when combined with digital technologies, stands out with the potential to provide engagement through the incorporation of game elements into the learning environment. From this perspective, this work describes the development and analysis of the applicability of an educational instrument aimed at teaching Chemistry in basic education, developed in the virtual environment of Google Sites and based on concepts specific to gamification. The educational instrument developed was called Enigma Químico and its applicability assessment took place with 1st grade high school students from a state school in the city of Parnaíba - PI. For data collection, an online form and the focus group technique were used, with data analyzed using Bardin Content Analysis technique in light of the theories of Self-Determination and Flow. The results demonstrated that Enigma Químico presented characteristics related to gamification, highlighting the ability to provide student engagement, opening space for the development of work aimed at the use of this methodological instrument in the teaching-learning process of Chemistry in basic education.