Desenvolvimento de jogos digitais com foco na aprendizagem criativa no ensino de Física

Abstract

Since the accidental discovery of radioactivity in 1896 by Henry Becquerel, this theme has drawn attention to scientific community and society due to its intriguing nature and its multiple applications. However, this theme is still not much discussed in the classroom or is taught in a brief superficial way, where there is no space for reflection, the expression of creative conceptions and ideas and the critical positioning of the student about the use of radioactivity in everyday applications. Thus, the present work aimed to analyze how the development of digital games contributes to the creative learning of radioactivity concepts. The research was applied in a class of the 6th period of the Physics Degree course of UFAM.s alternatives on the subject. Thus, this work aimed to analyze how the development of digital games contributes to the creative learning of radioactivity concepts. The research was applied in a 6th period class of the Physics Degree Course at UFAM. The research took as theoretical basis Seymour Papert's Constructionism and Mitchel Resnick's creative learning. Through the results, it was identified that the students present insufficient or superficial degree of the concepts of radioactivity, manifesting in several moments misconceptions on the subject. Thus, the application of didactic intervention based on the construction of games and applied in remote workshops allowed students to use the knowledge discussed throughout the meetings for the construction of games with emphasis on Radioactivity. The students passed through a process of learning radioactivity concepts in conjunction with block programming. The results showed that although the students had an initial resistance and insecurity in using the Scratch tool for the development of the games, they gradually evolved as they got used to the programming environment. Thus, the didactic intervention, in addition to promoting the active participation of the student in the construction of his own knowledge, provided conceptual changes on the theme Radioactivity.