2024-11-132024-11-132024-10-03ROZARIO, Ester Silva do. Desenvolvimento e aplicação de jogo para o ensino de Química: considerações sobre sua utilização em sala de aula no ensino fundamental (anos finais). Orientador: Carlos Alberto Martins Cordeiro, Coorientador: Samuel Antônio Silva do Rosario. 2024. 32 f. Trabalho de Curso (Licenciatura em Ciências Naturais) – Faculdade de Ciências Naturais. Instituto de Estudos Costeiros, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2024. Disponível em: https://bdm.ufpa.br/jspui/handle/prefix/7426. Acesso em: .https://bdm.ufpa.br/jspui/handle/prefix/7426The difficulties faced by teachers in teaching Chemistry result in a lack of familiarity among students with this content, which compromises their learning. To revitalize classroom dynamics and spark students' interest, it is essential for educators to adopt pedagogical approaches distinct from traditional methods. This work presents an analysis of the implementation of the didactic game "What Element Am I?" in a 9th-grade classroom, aiming to evaluate the impact of this strategy on learning Chemistry. Data were collected through questionnaires, observations, and inquiries, and analyzed qualitatively, revealing that the game stimulated active engagement with prior knowledge. At the end of the activity, 65% of the students expressed interest in the subject, suggesting a positive connection between the playful approach and learning. These results indicate that the adoption of active methodologies can be effective in promoting interest and understanding of chemical concepts, contributing to the development of more engaged students.Acesso AbertoEducaçãoAprendizagem por associaçãoCompetitividadeQuímicaJogo didáticoEducationLearning by associationCompetitivenessChemistryDidactic gameCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - Monografia