Banca de DEFESA: AYRTON MATHEUS DA SILVA NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : AYRTON MATHEUS DA SILVA NASCIMENTO
DATE: 07/02/2022
TIME: 15:00
LOCAL: CAA - em ambiente virtual devido à pandemia de COVID
TITLE:
KEY WORDS:

Pedagogical Games; Chemistry teaching; Physicochemical; Thermochemistry;
Chemical Kinetics.

PAGES: 287
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research arose with the following research concern: What are the contributions
of the application of pedagogical games methodologically organized as a Kellyan
Experience Cycle (CEK) for the learning of Physical-Chemistry concepts? The
research is configured as a case study, of the explanatory type, with a qualitative
approach, as it is more concerned with understanding the process than making
statistical surveys or generalizations. Thus, believing that participants should have a
moment to reflect and interpret their actions and conceptions, the Kellyan Experience
Cycle (CEK) will be used for data collection and construction. The research was
carried out in a public school in the State of Pernambuco, located in the municipality
of Vitória de Santo Antão. The research participants were 02 (two) classes of
students from the Public Network of the 3rd year of High School, totaling 21 (twentyone) students, 13 (thirteen) students from the "3rd A" class and 08 (eight) students.
from the “3rd B” who considered the contents of Physical Chemistry difficult to
understand. The data collection and construction instruments were: semi-structured
interviews; questionnaires with open and closed questions, observation and
recording through notebooks and observation protocols; video recording of the
research stages and logbook. It is noteworthy that the choices of instruments were
made based on the particularities of our object of study, in the perspective that they
could help to broaden the understanding of what we intend to investigate. The stages
were carried out in person, in which the students participated in some moments in a
group or individually. Data collection was carried out in 04 (four) hours, in 06 (six)
meetings of 40 (forty) minutes, during all stages - interview, answering the
questionnaires, observation, explanation of the content and the experience of the
pedagogical game. The investigation was organized as a Kellyan Experience Cycle
(CEK), composed of 5 (five) stages, namely: Anticipation, Investment, Encounter,
Confirmation or Disconfirmation and Constructive Review. Thus, this research came
up with the idea of clarifying studies in the area, with the elaboration, application and
experience of pedagogical games in Physical Chemistry, in which the focus of the
research was: the processes of motivation, hypothesis testing, decision-making,
concepts learning and evaluation processes. Based on the results, when proposing
pedagogical games, we obtained a balance between the ludic and educational
functions, with regard to the ludic as the acceptance of the players, understanding of
the rules, the signs of pleasure and joy, dynamism, socialization and teamwork.
Regarding education, it is learning with meaning, construction of new replicas, the
personal constructs of each student, and the construction of new knowledge in a
group. Some corollaries were quite evident as the corollary of individuality, sociality,
communion, communion, construction, organization, choice and experience.
Pedagogical games linked to CEK and applied in educational institutions favored the
improvement of the students' acquisition of concepts - constructs, favoring an
environment of construction and reconstruction of knowledge in a playful,
collaborative and re-significant way.

BANKING MEMBERS:
Interno - 060.503.904-60 - FLÁVIA CRISTIANE VIEIRA DA SILVA - UFRPE
Presidente - 2557648 - JOSE AYRON LIRA DOS ANJOS
Interna - 831.463.264-34 - Kilma da Silva Lima Viana - IFPE
Externa à Instituição - MARIA DAS GRAÇAS CLEOPHAS PORTO - UNILA