A gamificação de roteiros de aprendizagem para promover o ensino de ciências

Abstract

The aim of this work is to promote science learning through technological artifacts in the form of Gamified Learning Scripts. A pedagogical approach was developed for the gamification of learning scripts based on Vygotsky's learning theory, synthesized into a technological artifact called the "Gamified Learning Script" (GLS). This approach is flexible for adaptation in different contexts and encourages student autonomy and intellectual independence. The approach was evaluated through the essential aspects of Lev Vygotsky's Theory, including mediation, tools, signs, and internalization. The research is applied in nature, with a qualitative approach and an experimental character. It was developed through the epistemological paradigm of Design Science and systematized by the Design Science Research method. The data analysis technique was supported by Content Analysis structured by Laurence Bardin. The results, when relating the steps proposed in the GLS with some aspects of Vygotsky's Theory, suggest that the content presented in the theoretical material and videos functioned as mediators for the construction of signs that helped the research participants in knowledge building. The signs assisted in the performance of psychological activities, as addressed by Vygotsky. This was demonstrated when participants showed through their responses during the use of the GLS that they internalized the concept of the studied phenomenon, being able to compare carbon chain structures, perceive their differences, understand the types of Isomerism to the point of classifying them, and even express the importance of studying this phenomenon for society. The work presents an innovative way of proposing immersive activities that can be adapted in a multidisciplinary manner, providing theoretical guidance on how to create a Gamified Learning Script to promote science education.