Construção de jogos pedagógicos sobre funções orgânicas aplicando a abordagem STEAM

• Ano de defesa: 2025
• Autor(a) principal: Pandolfi, Thayara Vieira Tellaroli
• Orientador(a): Mendes, Ana Nery Furlan
• Banca de defesa: Bianco, Gilmene , Oliveira, Marcia Gonçalves de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Mestrado em Ensino na Educação Básica
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino na Educação Básica
• Departamento: Centro Universitário Norte do Espírito Santo
• País: BR
• Palavras-chave em Português: Metodologias ativas; Jogos didáticos; Ferramentas pedagógicas
• Área do conhecimento CNPq: Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/20573

The teaching of chemistry, often perceived as abstract and challenging, can become more accessible and engaging through active methodologies and the use of educational games. This dissertation seeks to understand how the development of educational games, applying the STEAM approach, an acronym for Science, Technology, Engineering, Arts, and Mathematics, can enhance the learning of organic functions content by 11th-grade students. The research, which is qualitative in nature and characterized as action research, was conducted in a state school in the city of Linhares, Espírito Santo, with 26 third-year high school students participating. The STEAM approach was integrated into the process of developing educational games, encouraging creativity, critical thinking, and collaboration among students. The methodology adopted involved several fundamental stages. Initially, preliminary planning was carried out with the teacher in charge, an essential step in defining the activities and schedule. Next, the students were organized into four groups and invited to choose a game as a reference for developing their own proposals. Each group had three 50-minute classes to develop the planned activities. Participant observation was used for data collection, allowing the researcher not only to observe but also to mediate and intervene in the process. In addition, images were captured to record significant moments of the experience. Data analysis was conducted using methodological triangulation, supplemented using a logbook. As a result, four educational games were developed focusing on the theme of organic functions: Organic Functions Roulette, Mastering Chemistry, Chemical League, and Path of Organic Functions. The analysis of the games was carried out in dialogue with the principles of the STEAM approach, allowing for reflection on the potential of this methodology in the educational context. The results indicate that, through the interactions promoted during the construction of the games, the STEAM approach contributed significantly to the learning process, stimulating students in problem solving, as well as in the development of creativity and curiosity. It can therefore be concluded that the integration of educational games and the STEAM approach is effective in making chemistry teaching more attractive, contextualized, and student-centered.