Trabalho de projetos com o jogo digital no ensino de ondulatória: uma perspectiva dos estudantes como coautores

• Ano de defesa: 2018
• Autor(a) principal: Silva, Jéssica Priscilla Martins e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Jogos digitais; Metodologias ativas; Ondas; Digital games; Active methodologies; Waves; Ciência - Estudo e ensino; Jogos no ensino de ciências; Jogos eletrônicos; Jogos no ensino de física; CNPQ::OUTROS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/22188; http://dx.doi.org/10.14393/ufu.di.2018.540

The research aimed to verify how a didactic sequence, in which students are stimulated to become involved in the development of a digital game, can contribute to the teaching and learning process of Waves. The work presents as an educational product two CD's, one with the didactic sequence that uses the strategy of the collaborative creation of a digital game script by high school students on the subject of learning object and another with the Zum game to download in the versions Windows and Android. Digital games have been used as a tool to aid in the teaching and learning process, since they prove to be a more attractive resource for students, placing them as active agents in the learning process. The didactic sequence proposed and used in two different moments, for classes of the second year of high school in a private school in the municipality of Monte Carmelo-MG, was based on the concept of Instruction by the Colleague and whose focus is to explore the dialogic student relationship - student and student-teacher. The research also adopted a methodology complementary to the one previously mentioned, called Measurement Education, which uses, as a reference for the planning of the classes, the responses to the activities elaborated on the object of learning and developed by the student outside the school environment, in moments previous to that subject. The project learning strategy was used in the construction of the digital game script. The analyzes indicate an understanding of the concepts addressed, as well as changes in the behavior of some students during the process, as well as some differences in posture in relation to the classes. Some aspects that could be improved in future applications of the didactic sequence were also presented.