Contribuição da neurociência para a construção do jogo separação de misturas

Abstract

Researchers have been searching for active methodologies to improve autonomy and learning for students. Therefore, our study has the objective to elaborate and evaluate, from a neuroscience perspective, a didactic game for the study of mixing separation for students in the sixth year of Middle School. We used a qualitative methodology and five sixth-year students and their science teacher from a municipal school in Contagem participated in the study. The initial stages included the development and pilot application of the didactic game. The data collection occurred by semi-structured interviews with the teacher and students. In the data analysis, two aspects of social cognition were observed that were provided by game: cooperation and competition. The game made it possible to exercise concentrated attention and aroused interest and engagement. In the interview, the students expressed that the didactic game provided an experience in the school environment. The game proved to be a teaching tool that can help in the study and learning of mixing separation.