Learning science with fun: pedagogical games as a facilitating tool - an experience at PIBID, conducted by a scholarship student from Uemasul's bachelor of chemistry course

Abstract

Science education has evolved over time to find more effective ways to engage students and impart knowledge. In this context, educational games emerged as a valuable tool in the teaching-learning process, offering a playful and interactive approach to science disciplines, to name but a few, chemistry. This work explores the experience of a student in a chemistry degree course at UEMASUL, who used educational games as facilitator in the Institutional Program of Initiation Scholarships to Teaching (PIBID), with the theme "Learning Science with Fun". The program awards scholarships to undergraduate students to implement projects in schools and stimulate reflection on professional practice in education. The focus of this article refers to is grounded in teaching practice for training future teachers and the use of educational games in chemical science classes. The research was carried out in a 6th grade class and involved interactive activities, lectures with student participation and the use of educational games to make learning more meaningful and concrete. The research phases included bibliographic research, planning, questionnaire development, and data analysis. Generally speaking, this initiative aims to bridge the gap between theory and practice in teacher education and to improve science teaching through engaging pedagogical interventions.