Jogos no ensino de Química: um estudo sobre a presença/ausência de teorias de ensino e aprendizagem à luz do V rpistemológico de Gowin

• Ano de defesa: 2017
• Autor(a) principal: Rezende, Felipe Augusto de Mello
• Orientador(a): Soares, Márlon Herbert Flora Barbosa
• Banca de defesa: Messeder Neto, Hélio da Silva, Silva, Vitor de Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Jogos no ensino de química; Teorias de aprendizagem; Epistemologia genética; Psicologia histórico cultural (PHC); V epistemológico de Gowin; Games in teaching chemistry
• Palavras-chave em Inglês: Learning theories; Genetic epistemology; Cultural historical psychology (PHC); Gowin’s epistemological V
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/7960

From the first decade of the century it was noticed a significant increase in the quantity of games applied to the teaching of Chemistry, however, there are games without pedagogical objectives. In this sense, a documentary analysis was used (in the main periodicals of Chemistry Education/Teaching) a heuristic instrument in the light of the Gowin’s Epistemological V, which consists of analyzing the structure and process of knowledge construction, in order to identify possible theories of teaching and learning in the game construct, the results indicated the presence of Piagetian epistemology (48.14%) and Vigotskian (25.93%), with the predominance of conceptions related to Jean Piaget's Equilibrium Theory, which in most cases appeared implicitly. Among the works classified within the PHc, the predominance of the implicit Vigotsky reference was also identified, in which the researchers explore aspects related to ZDP/ZDI and to the Psychological Functions. In addition to the two referentials mentioned, about 25,93% of the articles were classified as Absence of Epistemological Referential, a matter of great concern, since the absence of theoretical/epistemological references hinders the construction of Chemical knowledge, and tends to make games strategies that exploit onlythe playful function. However, we identify the need for a deeper understanding of the references used, since most of the Piagetian articles explore only the question of ass summarizing the game to a tool to fix the concepts worked in the expository classes, as well as the Vygotskian articles, which use problematic references translated from North American versions, which do not fit the work of Vygotsky. Thus, the results obtained in the research indicate the imminence of the use of learning theories, and it is not possible to speak in an epistemology of the game, for even if we have identified the predominance of Piagetian epistemology, we are still slowly moving towards the use of teaching and learning theories.