Baralho de ondas: Jogo didático para o estudo do espectro eletromagnético

Abstract

The lack of interest in the classroom is a problem faced by numerous teachers throughout their careers. According to Vilela et al. (2023), this issue significantly contributes to the low performance and engagement of students. This factor arises due to the use of traditional methodologies that place the teacher at the center of the classroom. In contrast, active methodologies emerge, which position students as the center of learning. In this perspective, games stand out as playful activities present in everyday life, which, when associated with teaching strategies and theoretical frameworks, promote interaction and reflection in the classroom, mobilizing knowledge and skills to solve problems within the rules of the game. In this context, this Thesis aimed to develop a didactic material in the form of a serious game, grounded in David Ausubel Theory of Meaningful Learning, and structured to be used alongside the steps of a Potentially Meaningful Teaching Unit (PMTU), based on the methodology proposed by Marco Antônio Moreira. The theme of the didactic sequence was chosen based on the fake news spread during the pandemic, related to the use of radiation in everyday life. Each step of the PMTU was planned with a focus on a specific concept related to types of radiation, starting with the electromagnetic spectrum and culminating in the interaction between ionizing radiation and DNA. Additionally, the work aimed to analyze academic productions published in the proceedings of events on Physics and Science teaching, with the goal of understanding the current scenario of using games in Physics education and their various methodologies.