O jogo como estratégia didática para o desenvolvimento de habilidades cognitivas e socioemocionais no ensino de química

Abstract

Chemistry teaching in High School presents challenges related to the understanding of scientific concepts, especially in the study of the Periodic Table, which is often approached in a traditional and poorly contextualized manner. In view of the proposal for integral human development established by the Brazilian National Common Core Curriculum (BNCC), this study aimed to analyze the contributions of the use of didactic games as a pedagogical strategy in the teaching-learning process of the Periodic Table, as well as in the development of students cognitive and socio-emotional skills. The research, of a qualitative nature and applied character, was carried out with first-year classes of Integrated High School at a public educational institution. The methodology involved the elaboration and application of a didactic sequence composed of theoretical classes and four didactic games: Timeline, Find Your Group, Periodic Trivia, and Paper Escape. For data collection, pre and post-intervention questionnaires and an observation rubric were used. The results indicated improvements in the understanding of contents related to the organization of the Periodic Table properties, as well as evidence of the development of skills such as collaboration, communication, empathy, autonomy, and problem-solving. It is concluded that the use of didact games promotes more meaningful learning and contributes to the integral formation of students in Chemistry teaching.