Jogos Digitais para o Ensino de Ciências: Potencialidades e Desafios

Abstract

Technological advances in the contemporary world and the changes they bring about include ways of thinking, acting, communicating and, consequently, ways of learning. This presents a challenge for education, since most students have a strong relationship with the most diverse types of technology, making traditional teaching models not the most effective. With this as a focus, the guiding problem of this research is: how to methodologically evaluate the educational potential of digital games in the teaching of Science? Based on this question, the general objective of the work is to propose a structured methodology for evaluating the effectiveness of digital games as teaching resources in Science. The specific objectives are: to investigate the potential and challenges of digital games for teaching, to identify pedagogical practices that enable the incorporation of digital games in teaching as an active learning methodology and to propose an instrumental sheet for the use of games in the teaching of Science. Therefore, the theme of this research is the use of digital games in Science teaching, and as for the methodology of this work, it is characterized as a qualitative research that will consist of analyzing a selection of games based on a method based on Erwin Panofsky, resulting in the elaboration of an instrumental sheet for the use of these games as a teaching resource, having as main references Silva Júnior (2018) and Dubiela (2017). In order to contribute to the foundation of this research, we have authors, such as: Huizinga (2017), Gee (2003), Prensky (2021), Csikszentmihalyi (2008) and Koster (2013), on digital games and their potential in education; Panofsky (2017) on the method of analyzing games; Silva Júnior (2018) and Dubiela (2017) being the references for the development of the instrumental sheet for the use of digital games in the classroom.