A PLAYFUL PROPOSAL FOR TEACHING AND LEARNING ANALYTICAL CHEMISTRY
DOI:
https://doi.org/10.61164/rmnm.v7i1.3741Keywords:
Active methodologies, higher education, Gamification in teachingAbstract
Mediated learning is a pedagogical approach in which a facilitator acts as a bridge between the studentand the content, helping to achieve a deeper and more meaningful understanding of the content. Among the various forms of mediation, playful activities stand out as an effective strategy to engage students and make learning more playful and dynamic. In this context, the presented work proposes the creation of a didactic game entitled "Precipitation Volumetry: The Chemical Challenge", developed to assist in teaching this subject in higher education courses. The game was designed using low-cost materials, making it easier to implement. It consists of a board, a set of cards with questions of different levels of difficulty, dice and player pawns. The proposal aims to make the assimilation of Analytical Chemistry concepts more interactive, reducing students' resistance to the subject and encouraging more active participation in the learning process.
Downloads
References
ALMEIDA, A. Ludicidade como instrumento pedagógico. Cooperativa do Fitness, Belo Horizonte, jan. 2009. Seção Publicação de Trabalhos.
BETTELHEIM, B. Uma vida para seu filho: pais bons o bastante. Rio de Janeiro: Campus, 1988.
CHASSOT, A.. Alfabetização científica: questões e desafios para a educação. 5. ed. Ijuí: Editora Unijuí, 2011
CUNHA, M. B. da. Jogos no Ensino de Química: Considerações Teóricas para sua Utilização em Sala de Aula. Revista Química Nova na Escola. v. 34, n. 2, 2012.
FEUERSTEIN, R. (1997). Mediated Learning Experience: Theoretical, Psychosocial, and Learning Implications. International Academy for Research in Learning Disabilities.
FREIRE, P.. Pedagogia do Oprimido. 50. ed. Rio de Janeiro: Paz e Terra, 2011.
GROSSI, M. G. R. O lúdico na aprendizagem de alunos de cursos técnico, graduação e mestrado: relatos de experiências. Revista Ibero-Americana de Estudos em Educação, v. 12, n. 3, p. 1689–1709, 2017. DOI: https://doi.org/10.21723/riaee.v12.n.3.2017.8510
HOPPE, L.; KROEFF, A. M. S. Lúdica Educação no Cenário do Ensino Superior. Revista Veras, v.4, n.2, p.164-181, 2014. DOI: 10.14212/veras.vol4.n2, 2014.art175. DOI: https://doi.org/10.14212/veras.vol4.n2.ano2014.art175
HUIZINGA, J.. Homo Ludens: O jogo como elemento da cultura. São Paulo: Perspectiva, 2020.
KAPP, K. M.. The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Wiley, 2012. DOI: https://doi.org/10.1145/2207270.2211316
LOZZA, R.; RINALDI, G. P. O uso dos jogos para a aprendizagem no ensino superior. Caderno PAIC, [S. l.], v. 18, n. 1, p. 575–592, 2017. Disponível em: https://cadernopaic.fae.edu/cadernopaic/article/view/264.
MACEDO, L. de. Os Jogos e sua importância na escola. São Paulo, 1995.
MORAES, R.; MANCUSO, R.. Educação em Ciências: pesquisa e ensino. Porto Alegre: EDIPUCRS, 2004.
MOREIRA, M. A.; MASINI, E. F. S. Aprendizagem Significativa: A Teoria de David Ausubel. São Paulo/SP: Ed. Centauro, 2006.
NOVAK, J. D.. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Routledge, 2020.
NÓVOA, A.. Profissão Professor. Porto: Porto Editora, 1991.
SALEN, K.; ZIMMERMANN, E. Regras do design de do jogo: fundamentos jogos. São Paulo: Blucher, 2012.
SANTOS, W. L. P. dos. Educação em química: compromisso com a cidadania.3. ed. Ijuí: Editora Unijuí, 2008.
TARDIF, M. Saberes docentes e formação profissional. 14. ed. Petrópolis: Vozes, 2012.
VYGOTSKY, L. S.. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Revista Multidisciplinar do Nordeste Mineiro
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits the sharing of the work with proper acknowledgment of authorship and initial publication in this journal;
Authors are authorized to enter into separate, additional agreements for the non-exclusive distribution of the version of the work published in this journal (e.g., posting in an institutional repository or publishing it as a book chapter), provided that authorship and initial publication in this journal are properly acknowledged, and that the work is adapted to the template of the respective repository;
Authors are permitted and encouraged to post and distribute their work online (e.g., in institutional repositories or on their personal websites) at any point before or during the editorial process, as this may lead to productive exchanges and increase the impact and citation of the published work (see The Effect of Open Access);
Authors are responsible for correctly providing their personal information, including name, keywords, abstracts, and other relevant data, thereby defining how they wish to be cited. The journal’s editorial board is not responsible for any errors or inconsistencies in these records.
PRIVACY POLICY
The names and email addresses provided to this journal will be used exclusively for the purposes of this publication and will not be made available for any other purpose or to third parties.
Note: All content of the work is the sole responsibility of the author and the advisor.
