Dominó didático de física: uma estratégia para o estudo de conceitos de física no ensino médio

Abstract

The present work deals with the use of games in the teaching of Physics, whose product is the Didactic Domino of Physics. Our expectation was to develop an educational product that favored learning the concepts of greatness and principles in Physics Teaching. The High School, currently, undergoes reforms that are advocated by the Brazilian Educational System. Full-time school, encouraging different methodologies, changing the school curriculum is now a fact that students and teachers need to deal with. The active and participative methodologies need to be of domain of the pedagogical teams and to be part of the planning of the teacher, so that the classes are more dynamic and there is greater involvement of the students. The Didactic Domino of Physics Game can be extended to all contents and themes of High School, but for the convenience of the school and the moment of the sequencing of the content taught, the subject Hydrostatic was contemplated. The game developed seven concepts: Density, Pressure, Buoyancy, Surface Tension, Stevin's Law, Pascal Principle, and Archimedes' Principle. We carried out an initial questionnaire with the students, which showed us some previous knowledge about the subject and the students' perception about the teaching of Physics, showing that despite having some notion of concepts, most of the students consider the contents of Physics important, but very complex and difficult to learn. After conception, modeling and application of the game with the students, we verified that the objectives were reached, surpassing our expectations regarding the ability to mobilize previous knowledge, develop collaborative and teamwork, and foster students' spontaneous research on the theme. In our conclusion, we affirm that the Didactic Domino of Physics Game is, therefore, a support material for teaching planning, which has a playful and easy to handle character, with simple rules, but which leads the student to memorize concepts, understanding from the verbalization of the concepts and answers of the real questions that relate theory and practice, favoring a meaningful learning, appropriate even for scientific literacy. This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível superior – Brasil (CAPES) – Finance Code 001.