A gamificação no ensino de Química em escolas públicas no município de Humaitá-AM

Abstract

The use of new methodological strategies as a tool for the development of the teaching and learning process in Chemistry subjects is being regarded as an important and advantageous method. Thus, the incorporation of technologies plays a significant role in the educational context, influencing the teaching and learning process through the use of resources and tools that provide gamified educational activities aligned with the reality in which contemporary students are immersed. Consequently, this research aimed to analyze the use of gamification through the Khan Academy platform as a didactic-methodological strategy for teaching and learning Chemistry. To achieve this, a pedagogical intervention was conducted with the execution of a gamified activity, which was developed in high schools offering secondary education in the city of Humaitá-AM, employing a mixed methods approach according to Creswell and Creswell (2021). The research procedures were divided into three stages: planning, implementation, and interference, and questionnaires were applied, one initial and one final, along with participatory observation, supported by video and audio recordings. All results were analyzed using the Discursive Textual Analysis (DTA) technique according to Moraes and Galiazzi (2007). The research findings indicate a growing interest among teachers in adopting gamification, focusing on more engaging and effective educational practices. The analysis of the students' questionnaires before and after the gamified activity reveals positive impacts on student engagement and performance. Therefore, integrating gamification into Chemistry education improves educational dynamics, increases student participation, and stimulates intrinsic motivation, facilitating knowledge construction.