Gamificação, ensino de química e orientação da ação: uma proposta voltada para a formação de conceitos

Abstract

Chemistry teaching in high school still faces challenges related to student demotivation and difficulties in conceptual assimilation, especially regarding the properties of matter. In this context, this research investigated how the orientation of action can support an innovative didactic proposal aimed at the conscious formation of scientific concepts. The main objective was to design and implement a digital educational game prototype incorporating gamification elements, grounded in Piotr Galperin’s Theory of Planned Stage-by-Stage Formation of Mental Actions and Concepts (TFPAMC) and the methodological principles of the formative experiment. The game was applied to students in a technical high school program in Civil Construction at a public state school, focusing on the concepts of density, mass, and concentration. The results indicated signs of reorganization of the students’ orienting basis of action, particularly regarding their level of awareness. The findings suggest that the combination of pedagogical mediation and gamification can help overcome learning difficulties and support the development of more autonomous mental actions in Chemistry education.