ALMEIDA, Francisca Faustino de.
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.
