Banca de QUALIFICAÇÃO: JOCIMARIO ALVES PEREIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JOCIMARIO ALVES PEREIRA
DATE: 06/12/2023
TIME: 08:00
LOCAL: Google Meet
TITLE:

Gamification as a proposal for building chemical knowledge through active learning

KEY WORDS:

Gamification; Active Methodology; Chemistry teaching.

PAGES: 180
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research is a product of academic construction that involved reflecting on the tensions and challenges of teaching Chemistry, how to promote student interest in abstract content that is often presented far from the students' context, in addition to taking into account, aspects related to the 21st century, such as promoting more active teaching, and training that includes the use of technology and digital resources. That said, it is possible to establish that both resources and teaching practices must be developed, applied, improved, from a reflective and critical perspective, to overcome or minimize the challenges of teaching and learning. Paying attention to these educational situations, the question arises whether the gamification process as an active methodology makes relevant contributions to teaching and learning and, consequently, to the construction of Chemical knowledge? This inquiry leads to establishing the thesis that gamification, as an active methodology, is an effective process for significant didactic and pedagogical constructions for the teaching and learning of Chemistry, based on learning theories, such as active learning. And to defend this perspective, this study will be designed with “multiple studies” divided into two Levels and seven Phases, which have their objectives connected to the general objective of analyzing the theoretical and methodological assumptions of gamification as an active methodology applied in the teaching of Chemistry. At the first level, three phases are described that correspond to theoretical studies, Phase 1 and Phase 2, this is a systematic literature review (SLR), the first of which aims to highlight how this methodology is being inserted, which strategies and theories are used, in addition to their contributions to the teaching of Chemistry. While the second, an RSL was carried out with the aim of carrying out a survey of research trends involving gamification in Chemistry teaching, identifying the theoretical assumptions used, the purposes and effects of its application, in addition to its contributions to the construction of chemical knowledge. To close the first level, Phase 3 presents an academic essay with the aim of objectively discussing, without equivocating, the conceptual boundary relationships of gamification, bringing clarifications between play, games and gamification. At the second level, it establishes four phases, the first (Phase 4) with the objective of analyzing the perceptions of science students in the final years of Elementary School at a municipal public school in the backlands of Paraíba in relation to a gamified proposal developed on the theme: atoms and chemical reactions. In Phase 5, the objective is to evaluate the understanding of researchers who focus on gamification. With this, seeking to expand the understanding of gamification, in order to spread the worldview of the topic, before applying it in training with basic education teachers. Phase 6 aims to build methodological strategies for a gamified pedagogical practice in Chemistry classes through didactic pedagogical workshops with Chemistry teachers in Basic Education. Finally, Phase 7 aims to evaluate how the construction of chemical knowledge happens through Gamification. With these studies, it is expected to expose the theoretical nuances, such as the concept of gamification and its limits, as well as its methodological practices that highlight it as an active methodology, contributing to the construction of knowledge, in addition to engaging students in their learning. The results show that a significant number of research on gamification in Chemistry teaching is not anchored in learning theories, which can weaken the practice (Phase 1). However, there are studies that make reference to active learning theory, a theory widely used in gamification (Phase 2). Furthermore, the conceptual relationship between gamification and play is identified when considering the purpose of these concepts, demonstrating in Phase 3 that gamification aims to engage the game of competition and play. In Phase 4, it was empirically observed that students were in favor of being included in Chemistry classes and that engagement occurs in order to facilitate the teaching and learning process. However, the development of the other phases will allow us to appreciate the concept of gamification and its implications from the perspective of other researchers (Phase 5), promote the training of teachers to apply gamification in their teaching and pedagogical practices in the teaching and learning of Chemistry (Phase 6 ), thus, how to appreciate students' perception of gamification in Chemistry teaching (Phase 7).

COMMITTEE MEMBERS:
Presidente - BRUNO SILVA LEITE
Externo ao Programa - 1299619 - ANTONIO INACIO DINIZ JUNIOR - UFRPEExterno à Instituição - HAWBERTT ROCHA COSTA - UFMA
Externo à Instituição - FERNANDO SILVIO CAVALCANTE PIMENTEL - UFAL