CAIXA PASSA REPASSA: JOGO DIDÁTICO NO ENSINO DE QUÍMICA - RELATO DE EXPERIÊNCIA A PARTIR DO PIBID

Abstract

Educational games enhance learning experiences because they have the potential to engage and motivate students, making educational content more immersive and enjoyable. In the context of chemistry teaching, it has been observed that many students face difficulties in understanding theoretical principles, which leads to disinterest and demotivation. Given this scenario, the use of active methodologies and diversified teaching materials is an effective alternative to promote a more meaningful and participatory teaching-learning process. With this purpose in mind, a playful teaching material was developed that integrated theoretical concepts with practice. This report presents the game developed by a scholarship recipient from the Institutional Teaching Initiation Scholarship Program (PIBID) and its application as a teaching resource in 11th grade classes at the Federal Institute of Goiás – Ceres Campus. The practice 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 application of the dynamic generated significantly positive results, evidencing the strengthening of the learning process and the intensification of interaction between students and teachers. Qualitative analysis, based on unidentified student reports, indicated that the activity contributed significantly to facilitating the teaching-learning process and reinforcing the content covered, promoting more participatory and collaborative learning. In addition, the results highlighted the value of using playful strategies as a resource for engaging students in teacher training.