O impacto do jogo didático para o processo de ensino-aprendizagem de ciências naturais no ensino fundamental.

Abstract

The present study has the science-mediated teaching of games as object of study. The problem arises from the observation of the author of the classroom in the course of Pedagogy of the Teacher Training Center of the Federal University of Campina Grande (CFP / UFCG), of students from the 3rd grade of elementary school with disinterested and low income attitudes in Science. The starting point was whether there would be any other way to get them to participate more actively and to improve science learning. It is assumed that the game as a didactic-pedagogical strategy motivates learning as long as it is appropriate in terms of content, time of accomplishment and pleasurable for the student. The goal of this work was to identify the impact of the game content on the science content of elementary school students (1st cycle, 3rd year) of a municipal school in the state of Paraíba, Northeastern Brazil. In order to reach it, the following specific objectives were drawn: mapping in literature, science- mediated teaching of games in elementary school (1st cycle); to evaluate the performance of students of the 3rd year of the E.F. in relation to the learning of Sciences that learn with games and; discuss the use of games in elementary school and their impact on learning. The study was designed as the dimensions of academic-scientific research proposed by Novikoff (2010). It is worth clarifying that the present research is linked to the qualitative experiment of the research titled "Scientific Education in the Pedagogy of Paraíba courses: theoretical- methodological and epistemological questions in the academic-scientific-cultural formation for the intervention" of professor Cristina Novikoff. In this perspective, tested and validated instruments were used in the Laboratory of the Group of Studies and Research in Social Representations in / for Teacher Training - LAGERES / CNPq (2010). Thus, for the present research, different instruments were used to collect data in the form of a semi-structured questionnaire, a pre-test and a post-test with the students, in addition to participant observation. Data were analyzed through content analysis (BARDIN, 2011). The research revealed that the use of educational games has a positive impact on the teaching-learning process of Natural Sciences, since the students participated actively in the process of building their knowledge, as well shows the results of the tests applied.