Os experimentos como estratégia lúdica para o ensino da física

Abstract

Science teaching in Brazilian basic education has been predominantly theoretical and expository classes, however, many criticisms have been made of this situation due to the lack of practical activities and the characteristics of this teaching method, which encourages students' passivity and the memorization of concepts without the necessary critical reflection, hindering motivation and scientific literacy. In teaching Physics, the motivation for knowledge is related to observation, investigation and the ability to critically reflect on aspects of nature. Therefore, it is important to rethink the way of teaching, adopting teaching-learning methods that encourage the development of critical sense and an investigative spirit. To change this reality, we believe that the adoption of active methods, such as the creation of games, associated with Research-Based Teaching, can be a differentiator that stimulates motivation to learn, the perception of learning, proactivity and collaborative work among students. In this sense, this research aimed to apply the game in Physics teaching and compare the motivation and perception of learning of high school students, after approaching topics related to statistics, through the methods of the Dialogued Expository Class (AED) and game creation. Data were collected from responses to anonymous questionnaires answered by 80 students in the 3rd year of high school at Colégio Estadual Dom Pedro I, located in the city of Aparecida de Goiânia, in the state of Goiás, and were compared using the Fischer Exact test (95% CI). Regarding motivation, it is inferred that the inclusion of the game impacted the students' point of view on the importance of dialogue for the learning process; In the other variables, we did not identify significant differences. Regarding the perception of learning, we did not see differences between the methods applied. Of this Acknowledgment and Authorization Term (Teca) 0042660 SEI 23852.002501/2023-08 / pg. 28 way, it was possible to conclude that both the AED method and the game method contributed to the students' perception regarding the understanding of the content covered and that motivation was positively impacted after using the game creation method.