METODOLOGIAS ATIVAS: JOGOS PARA AULAS DE QUÍMICA – UMA PROPOSTA DE SUPORTES PARA SALA DE AULA

Abstract

Entering high school marks the beginning of formal chemistry studies, covering topics such as the organization of elements, basic concepts, structural formulas, the periodic table, periods, groups, and elemental properties. Given the learning difficulties associated with these subjects, this research proposes the use of active methodologies through educational games: Chemical Dodgeball (introduction to chemistry), Card Game (concepts of acids and bases), and Acid Puzzle (conjugated acid-base pairs), aiming to engage students and make learning more meaningful and enjoyable. Active methodologies, according to Moran (2017), promote student protagonism, stimulating skills such as critical thinking, collaboration, problem-solving, and collective knowledge construction. Valente (2018) highlights that strategies such as project-based learning, game-based learning, case studies, and team learning encourage active student involvement, transforming them from passive recipients into active participants in the educational process. The development of games helps to overcome the abstract nature of chemistry, increasing motivation, encouraging participation, and fostering cognitive and socio-emotional skills. The theoretical foundation, based on Moran, Vygotsky, Brougère, and Huizinga, emphasizes the importance of social interaction, playfulness, and active engagement for meaningful learning. The practical application of the games demonstrated improved understanding of content, particularly in the identification and differentiation of acids and bases, and strengthened collaborative work among students. Therefore, it is concluded that the use of educational games as an active methodology contributes to making chemistry teaching more accessible, engaging, and effective, promoting students’ academic and social development and providing innovative support to teachers’ pedagogical practice.