Abstract
Teaching chemistry should be instigating, problematizing, and challenging, in a way that the aim is to build the student's scientific knowledge. In this way, the present work seeks to contribute, descriptively, as a motivating tool for learning knowledge in the science area, with a focus on chemistry. It is noticed that even with the various current academic productions, there is a lack of works that portray the reality of the teacher in the classrooms in Youth and Adults Education (YAE), particularly with chemistry content. Intending to assist the challenges experienced by education professionals and students, in the school context of YAE, and to arouse curiosity and interest in learning, we sought to bring playfulness to the classroom. Thus, the objective of this work was to develop a board game that makes the content of the Periodic Table clearer and more accessible, instigating its problematization and contextualization. The work is based on the theory of Meaningful Learning that fits the current reality of students and teachers of YAE, who bring all their experience to be shared in the classroom. For this purpose, a game was built and this work will explain its sequence of elaboration, as well as discuss ways to implement it in the chemistry classes for YAE. The work will emphasize the importance of contextualizing chemistry through the QuimiVille game, which familiarizes students with the Periodic Table, promoting that the teaching and learning process is concrete, contextualized, and meaningful.Keywords: Youth and Adults Education. Games. Chemistry. Meaningful Learning.
Highlights
An educator who listens, learns the difficult lesson of transformation Paulo FreireEducation as a whole, be it regular education or Youth and Adults Education (YAE), needs to be aware of the student's needs, as well as be part of their reality and be contextualized
Faced with the challenges of teaching chemistry at YAE, the game created, QuimiVille, can be a fundamental tool to trigger the process of building knowledge from students' previous knowledge, relating them to new ones
This tool becomes important because the use of the game to build knowledge in a significant way can contribute to increasing interest and the student's teaching and learning process in chemistry classes
Summary
Be it regular education or Youth and Adults Education (YAE), needs to be aware of the student's needs, as well as be part of their reality and be contextualized. Faced with the challenges of teaching chemistry at YAE, the game created, QuimiVille, can be a fundamental tool to trigger the process of building knowledge from students' previous knowledge, relating them to new ones In this way, it would act in fixing the content covered, significantly for the learner. It is believed that the proposed game will encourage student's interest and curiosity in a more dynamic way, presenting itself as an alternative to the traditional methodology, making memorization, not the unique resource, but reinforcing the development of the student's ability to reflect, explore and share his knowledge in the school environment This tool becomes important because the use of the game to build knowledge in a significant way can contribute to increasing interest and the student's teaching and learning process in chemistry classes. The question is: how can play be part of teaching chemistry, facilitating the teaching-learning process for YAE? Having this in mind, the objective of this work was to develop a board game, designed in the first year of YAE High School, which makes the content of the Periodic Table clearer and more accessible, instigating its problematization and contextualization, facilitating the learning of the characteristics of particular elements
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