Contribuições de um jogo didático na mobilização de funções psicológicas superiores

Abstract

One of the great challenges for Chemistry teachers is to seek students' interest in the subject, since many of the contents and concepts are complex and abstract. An alternative that can help to overcome such challenges is the use of different methodologies. For this purpose, didactic games have, if necessary, a very effective resource in the context of the classroom and, also, they can function as an aid in the mobilization of Vygotsky's main Superior Psychological Functions (FPS). With this, the objective of this research was to analyze the contribution of a didactic game called “Quimoenergia” in the mobilization process of the main FPS. The game, consisting of 20 problem questions, involves the concepts of thermochemistry and was applied to two classes in the third grade of high school. The first application served as a pilot and provided two important changes, such as: improving the data collection equipment, in our case, the collection of audios and changing the response time of the groups for each question. The audios collected in the second application were transcribed and continue following the guidelines of Content Analysis, with FPS as a priori categories. The results indicated that the students were able to mobilize the main FPS, such as: perception, attention, memory, imagination, thought / language and emotion / feeling. The FPS thought / language and emotion / feeling were the most mobilized. The success of a didactic game is directly related to the balance of the two main functions of the game being: the play function and the educational function. It is believed that a FPS thought / language is directly linked to the educational function, and the FPS emotion / feeling is directed to the playful function, thus, the fact that as two have been the most mobilized, indicates that the game “Quimoenergia” was totally adequate to the definition of a didactic game. It is also worth mentioning that some FPS, such as: attention, memory and thought / language will remain mobilized even after students make a mistake and continue to discuss, highlight or compromise the participants. Finally, in addition to being able to answer the initial problem of this study, the game provides a favorable environment for students 'learning, since the central content was totally related to students' everyday situations, which favored the learning of the concepts worked on.