TEACHING CHEMISTRY AND PLAY: preparation and application of didactic games and the teachinglearning process ressignified

Abstract

The work presents the results of an extension action that sought to develop, adapt and apply didactic games for Chemistry Teaching in different school environments, as well as verify the results of this action in improving learning and instigation. Eleven didactic games were developed and applied. The objective was to test the possibilities of re-signifying Chemistry teaching-learning strategies based on the playfulness of scientific processes and phenomena. This activity was applied in three different schools in the Guarapuava region and evaluated by the participating students by filling out a form with questions about their experiences regarding the games. Through the data collected, it was observed that students showed greater interest in the activities developed, reporting that the games contributed to learning the content of that subject. Also, it is considered that the use of this tool helps in the development of students, stimulates reasoning, improves interpersonal relationships and the student learns autonomously, being the protagonist of their knowledge