Caixa passa repassa: jogo didático no ensino de química - relato de experiência a partir do PIBID

Abstract

Educational games enhance learning experiences, as they have the potential to engage and motivate students, making educational content more immersive and enjoyable. In the context of chemistry teaching, it is observed that many students face difficulties in understanding theoretical principles, which leads to disinterest and demotivation. In this scenario, the use of active methodologies and diversified teaching materials emerges as an effective alternative to promote a more meaningful and participatory teaching-learning process. With this purpose, a ludic teaching material was developed that integrated theoretical concepts with practice. This experience report presents the game developed within a teacher training program and its application as a teaching resource in 11th-grade classes. The activity allowed students to apply previously studied theoretical concepts in a practical and contextualized way, encouraging the development of skills such as teamwork, communication, and decision-making. The implementation of the activity generated significantly positive results, highlighting the strengthening of the learning process and the intensification of interaction between students and teachers. Qualitative analysis, based on anonymous student reports, indicated that the activity contributed meaningfully to facilitating the teaching-learning process and to reinforcing the content covered, promoting a more participatory and collaborative learning experience. In addition, the results emphasized, for teacher education, the value of using ludic strategies as a resource for student engagement.