Gamificação no Ensino de Física: abordando o conceito de Energia através de Jogos com Ferramenta Digital

• Ano de defesa: 2024
• Autor(a) principal: Pinto, Hallyson da Silva
• Orientador(a): Lopes, Mirleide Dantas
• Banca de defesa: Campos, Alexandre , Silveira, Alessandro Frederico da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Ensino de Física - PPGPEF
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Gamificação no Ensino de Física; Energia; Teoria Sócio-Interacionista
• Palavras-chave em Inglês: Gamification in Physics Teaching; Energy; Socio-Interactionist Theory
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74896

Increasing students’ motivation is one of the most discussed issues in contemporary education. The literature points out that adopting new methodologies is one of the alternatives that most awakens students' interest in classes; making them more excited. In Physics, specifically, which explores characteristics that are sometimes opposite to our senses and difficult to represent, it is essential that teachers do not limit themselves by using traditional classes in their practices. In this context, we present a teaching sequence proposal based on gamification, whose basis is the use of the structures and games aesthetics in order to motivate, engage and enhance student learning. We have applied the teaching sequence as a tool to work on the concept of Energy in the 2nd year of high school, in a full-time school in the Paraíba State Education Network. Our work provides an educational product organized in four meetings, consisting of games created by using Power Point software, in order to enhance teaching through playfulness, evolving more effective learning. Besides games, other methodological resources are also part of the educational product, such as text with historical excerpts, debates and researches. The work is based on Lev Vygotsky's socio-interactionist theory and his conception of ideas of interaction between subjects in the teaching and learning process; moreover the importance of the concept of zone of proximal development in the construction of knowledge. Therefore, we seek to offer high school Physics teachers this intervention proposal which is fully adaptable to different realities, considering that Power Point is completely accessible, besides being a tool commonly used by teachers. Confronted with this, the result stands out the excellent participation of students in the discussions and challenges proposed throughout the sequence and the greater engagement in Physics classes, thus answering the research question and certifying the importance of gamification for education.