Abstract
This experience report aimed to describe a playful classroom activity wherein high school students from a public school participated in the construction of a periodic table. This descriptive study applied a qualitative approach to a case study. To achieve this, a practical activity to construct a periodic table with accessible materials was proposed with the aim of promoting students’ understanding of the periodic table and relating it to their daily lives. The methodology used enabled the students to review the chemical elements of the periodic table and their distribution and classification into different families, thus highlighting the interaction among the student group members. The activity’s content contextualization provided a better understanding of the subject and made it more realistic. Thus, schools must consider the importance of playful activities in student development and propose learning situations that will enable teachers to diversify their teaching methods and make classes more dynamic and differentiated.
Highlights
The school, which offers intellectual and moral preparation to students, is a space of great social significance, and it is a place for social interaction (Silva & Ferreira, 2014). Silva and Ferreira (2014) claimed that the function of the school included transmitting information and preparing students to seek knowledge according to their needs and their individual and collective development
This experience report aimed to describe a playful classroom activity wherein high school students from a public school participated in the construction of a periodic table
The use of practical activities in Chemistry aids the students’ personal and social development, presenting them with motivation regarding school contents (Lima, Mariano, Pavan, Lima, & Arçari, 2010). This experience report aims to describe a proposed playful learning activity involving the construction of a periodic table by high school students in a public school; it aims to contextualize basic concepts involving the content on the periodic table
Summary
The school, which offers intellectual and moral preparation to students, is a space of great social significance, and it is a place for social interaction (Silva & Ferreira, 2014). Silva and Ferreira (2014) claimed that the function of the school included transmitting information and preparing students to seek knowledge according to their needs and their individual and collective development. The traditional teaching methodology can interfere with student formation; Santos and Schnetzler (2010) reported that, from a perspective based on a constructivist conception of teaching, the best teaching strategies were those that enabled students’ active participation and developed their decision-making abilities Based on these considerations, Diesel, Baldez, and Martins (2017) claim that teachers must seek methodologies that value the interaction between the subjects involved in the teaching-learning process, youth protagonism, and student autonomy, providing meaningful learning. The use of practical activities in Chemistry aids the students’ personal and social development, presenting them with motivation regarding school contents (Lima, Mariano, Pavan, Lima, & Arçari, 2010) This experience report aims to describe a proposed playful learning activity involving the construction of a periodic table by high school students in a public school; it aims to contextualize basic concepts involving the content on the periodic table
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