O xadrez enquanto recurso pedagógico para o ensino de física

Abstract

Facing an increasingly globalized world, with almost immediate access to information on a cell phone screen, it is more than ever necessary to make the classroom a more attractive environment for students. Day-to-day teaching experience shows us that it is increasingly difficult to compete with electronic games when our classes are based on the traditional model of content exposure, with little or no student participation. This work is an alternative to such a model, as it associates the study of kinematics with the teaching of chess in the classroom. We propose an educational product based on learning theories, such as Vygotsky's, in which educational experiences with students are organized in a didactic sequence that seeks to reconcile these two aspects. To do this, we also take advantage of the increasingly explored learning through analogies and metaphors. During the execution of the project, we gathered information based both on our personal impressions of the students' performance and on their results in verification questionnaires. The data collected after applying the product reveals that not only is there a predisposition on the part of students to participate in this type of project, but also that the way they understand concepts and physical models evolves considerably. Therefore, we conclude that using chess as an resource for learning physics is a viable option in an attempt to alleviate the problems of lack of interest on the part of students and their conceptual difficulties.