Jogo simulador de papel como estratégia mobilizadora das capacidades do pensamento crítico

• Ano de defesa: 2019
• Autor(a) principal: Barreto, Joedna Vieira
• Orientador(a): Silva, Erivanildo Lopes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Material didático; Jogos educativos; Pensamento crítico; Química (Ensino médio)
• Palavras-chave em Inglês: Didactic material; Educational game; Teaching chemistry
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/12431

This paper presents for discussion the results of a research project that dealt with the roleplayer game approach, Live Action, thought as a teaching strategy for the development of Critical Thinking Capabilities. The objective was to investigate the possible Capacities of Critical Thinking mobilized in students who underwent the roleplay game approach. The material underwent a validation process which consisted in establishing how much the Capacities of Critical Thinking could be intentionally expressed in Live Action. The implementation in the classroom took place through the formative actions that are part of the Institutional Program of the Initiation to Teaching Grant (PIBID). The didactic material approach occurred in a high school class of a public school in the state of Sergipe, with the participation of thirty students. In this configuration, the research had a qualitative nature with investigative character of the case study type, being the data collection through audiovisual recording and questionnaires. The treatment of the obtained data occurred from the method of Content Analysis according to Bardin (2011). The construction of the categories was elaborated a posteriori, based on the Capacities of Critical Thinking mobilized. These categories are: 1) Analyze arguments; 2) Evaluate the reliability of the sources; 3) Judgment of value; 4) Identify assumptions and 5) Decide on an action. As a result of the intervention of the material implemented in the classroom it was observed that the students mobilized the Capacities of Critical Thinking expressed in the material. We verify that among the eight capacities intentionally expressed in the material they are: capacity 1: Focus an issue; capacity 2: Analyze arguments; capacity 3: Make and answer questions of clarification and challenge; capacity 4: Evaluate the reliability of a source; capacity 8: Make and evaluate value judgments; capacity 9: Define terms and evaluate definitions; capacity 10: Identify assumptions; and capacity 11: Decide on an action. However, five of these were evidences of possible mobilizations. The capabilities evidenced in the implementation of the material were capacity 2: Analyze arguments; capacity 4: Evaluate the reliability of a source; capacity 8: Make and evaluate value judgments; capacity 10: Identify assumptions; and capacity 11: Decide on an action. With this, it was possible to conclude that the material has a potential for the mobilization of the Capabilities of Critical Thinking, in which we believe that the roleplay game, Live Action, contributed to the mobilization of these capacities.