DYNAMIS: jogo de tabuleiro para introdução de termodinâmica no ensino médio

Abstract

This work has been used to facilitate the teaching of physic, developing a methodology to improve the quality of public education, especially in the E.E.E.M. Profa. Ernestina Pereira Maia, located in Moju/PA, through an educational product in the form of a game board called DYNAMIS. Using playful methodologies such as board games, it can contribute effectively to the educational process, since they provide opportunities for interaction, reasoning, sharing and rivaling someone you see, learning to win and lose. The use of the games in the teaching-learning process allow the students to take dynamic and attractive classes. In addition, the games lead students to build their own knowledge and facilitate the assimilation of the proposed issues for physics teaching. The DYNAMIS game was created with the purpose of supporting the teaching-learning process of basic knowledge objects of Physics I and II with an emphasis on thermodynamics (calorimetry and thermometry). Direct questions were used, aiming at answers in the shortest possible time. DYNAMIS provides an agile and healthy competition among students and was developed with computer resources and easily accessible materials such as: painted wooden puppets representing five brilliant minds (Aristotle, Galileo, Newton, Faraday and Einstein), A3 paper, coated paper, printer, banner and plastic dice. The game was applied to 105 (one hundred and five) students distributed in 04 classes belonging to the 2nd and 3rd years of the educational institution and achieved an expressive result of 67% of correct answers, out of a total of 90 questions asked. DYNAMIS piqued the students' curiosity regarding the themes: brilliant minds, stars and planets. From the results achieved, it is understood that this research can be used as an aid in the teaching-learning process, since, in addition to the number of correct answers, other determining data for its implementation in teaching practices was that 81% of students attributed the concepts 9.0, 9.5 and 10 to the game and 90% answered that it can be used as a tool to facilitate the teaching of physics.