Aprendizagem de termoquímica com jogos didáticos: uma prática educativa cooperativa

Abstract

The teaching of Chemistry has undergone changes over the last decades, and learning is no longer conceived from a passive perspective, without the individual's protagonism, with a strong influence of social interaction. Based on this premise, the objective of the study was to evaluate how cooperative activities promoted by educational games contribute to the teaching-learning process of thermochemistry, addressing conceptual, attitudinal, and inclusive aspects. With a methodology grounded in qualitative approach and participant research, data collection instruments included questionnaires, textual production, activity sheets, and interviews. Data analysis was guided by descriptive and interpretative analysis, as well as content analysis. Regarding inclusion, the main results included the active participation of students with autism spectrum disorder in all activities, enhanced by cooperation from peers in games. Attitudinal issues focused on social perceptions and teamwork skills. In terms of thermochemical concepts, there were indications of learning related to Energy Sources, Thermochemical Reactions, Combustion Enthalpy. Additionally, there was reinforced recognition of the need for other dynamics to aid in the construction of concepts such as Hess's Law, Bond Enthalpy, Formation Enthalpy and Neutralization Enthalpy. In general, it can be inferred that educational games are a strategy with the potential to enhance the teaching and learning of

thermochemistry, fostering cooperation and inclusion in light of Vygotsky's socio- interaction.