Mistério periódico: a utilização do lúdico como metodologia no ensino de química da tabela periódica

Abstract

The study addresses the problem of teaching Chemistry, highlighting students' difficulties in understanding a subject considered abstract and complex. Given this scenario, the research sought to investigate how the use of playful activities as a methodology can help in the teaching and learning of Chemistry, motivating students and making the content more accessible and attractive. The methodology adopted consists of action research, with a qualitative-quantitative and explanatory approach, in addition to experimental and explanatory research. The study was carried out with 2nd year high school students from a public school in Macapá-AP, divided into experimental and control groups to compare the effectiveness of playful teaching in relation to traditional teaching. The results obtained show that the playful activities, the game used, were effective in arousing students' interest and facilitating the understanding of the content of the Periodic Table. There was greater engagement and enjoyment among students who participated in playful activities compared to those who received traditional education and around 71% of survey participants expressed the opinion that playful learning is more attractive. And it was evident how students showed greater interest in the Periodic Table after the introduction of the game to learn about the elements present in it. The conclusions suggest that the use of playful activities as a teaching method is effective in making Chemistry classes more engaging and stimulating. Students demonstrated greater engagement and interest in the activities, which contributes to more meaningful and satisfactory learning