O livro-jogo como um jogo de aprendizagem voltado ao ensino de física
Data
Autores
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Pesquisas recentes relatam que existe desmotivação em aprender Física por parte do alunado. Dentre as causas para isso, é mencionado que as aulas desse componente curricular costumam ser desenvolvidas tomando como base o modelo de ensino tradicional. A fim de superar essa problemática, é proposta a implementação de metodologias alternativas, dentre elas, os jogos de aprendizagem. Levando isso em consideração, a questão problema investigada neste estudo é a seguinte: como propor um jogo de aprendizagem, diferente dos já existentes, que vise contribuir para o Ensino de Física? Em consequência disso, ele tem como objetivo conceber um protótipo de um livro-jogo, estruturado como um jogo de aprendizagem, que vise contribuir para o Ensino de Física. Com o intuito de atingir esse objetivo, a metodologia foi composta de dois momentos. No primeiro deles escreveu-se o protótipo do livro-jogo envolvendo conhecimentos de Física. Já no segundo momento, realizou-se uma análise desse material partindo dos seguintes critérios: (1) quais adaptações foram realizadas em relação às características dos livros-jogo tradicionais (tipo Fighting Fantasy) para que o foco do protótipo do livro-jogo fosse o aprendizado; (2) de que forma as quatros características dos jogos propostas por McGonigal (2012) estão presentes no protótipo do livro-jogo visando à aprendizagem; e (3) como os princípios da Teoria da Autodeterminação podem ser articulados por meio do protótipo do livro-jogo. Como resultados, identificou-se que o material elaborado contemplou conhecimentos de Física, como foi o caso de conceitos de mecânica, termodinâmica e ondulatória. Além disso, verificou-se que as adaptações feitas em relação às características do livro-jogo tradicional, bem como no tocante àquelas dos jogos em si, conseguiram operacionalizar atributos dos jogos de aprendizagem no protótipo do livro-jogo. No mais, constatou-se que ele pode ser capaz de promover a satisfação de algumas necessidades psicológicas básicas propostas pela Teoria da Autodeterminação. Sendo assim, é possível concluir que o material pode contribuir na elaboração de um novo jogo de aprendizagem com foco no Ensino de Física. Ademais, pelas características desse material, pode-se supor que, caso esse novo jogo siga seus pressupostos, ele teria potencial de colaborar no enfrentamento da problemática da desmotivação dos estudantes em aprender Física.
Recent researches report that there is a lack of motivation in learning Physics on the part of the students. Among the causes for this, it is mentioned that the classes of this curricular component are usually developed based on the traditional teaching model. In order to overcome this problem, it is proposed the implementation of alternative methodologies, among them, the learning games. Taking this into account, the problem question investigated in this study is the following: how to propose a learning game, different from the existing ones, that aims to contribute to Physics Teaching? As a result, it aims to design a prototype of a game-book, structured as a learning game, which aims to contribute to Physics Teaching. In order to achieve this objective, the methodology was composed of two moments. In the first one, the prototype of the game book was written, involving knowledge of Physics. In the second moment, an analysis of this material was carried out based on the following criteria: (1) which adaptations were made in relation to the characteristics of traditional gamebooks (Fighting Fantasy type) so that the focus of the gamebook prototype was the apprenticeship; (2) how the four characteristics of the games proposed by McGonigal (2012) are present in the gamebook prototype aimed at learning; and (3) how the principles of Self-Determination Theory can be articulated through the gamebook prototype. As a result, it was identified that the material elaborated included knowledge of Physics, as was the case of concepts of mechanics, thermodynamics and wave. In addition, it was found that the adaptations made in relation to the characteristics of the traditional gamebook, as well as those of the games themselves, were able to operationalize attributes of the learning games in the gamebook prototype. Furthermore, it was found that it may be able to promote the satisfaction of some basic psychological needs proposed by the Self-Determination Theory. Therefore, it is possible to conclude that the material can contribute to the development of a new learning game focused on Physics Teaching. Furthermore, due to the characteristics of this material, it can be assumed that, if this new game follows its assumptions, it would have the potential to collaborate in dealing with the problem of students' lack of motivation to learn Physics.
Recent researches report that there is a lack of motivation in learning Physics on the part of the students. Among the causes for this, it is mentioned that the classes of this curricular component are usually developed based on the traditional teaching model. In order to overcome this problem, it is proposed the implementation of alternative methodologies, among them, the learning games. Taking this into account, the problem question investigated in this study is the following: how to propose a learning game, different from the existing ones, that aims to contribute to Physics Teaching? As a result, it aims to design a prototype of a game-book, structured as a learning game, which aims to contribute to Physics Teaching. In order to achieve this objective, the methodology was composed of two moments. In the first one, the prototype of the game book was written, involving knowledge of Physics. In the second moment, an analysis of this material was carried out based on the following criteria: (1) which adaptations were made in relation to the characteristics of traditional gamebooks (Fighting Fantasy type) so that the focus of the gamebook prototype was the apprenticeship; (2) how the four characteristics of the games proposed by McGonigal (2012) are present in the gamebook prototype aimed at learning; and (3) how the principles of Self-Determination Theory can be articulated through the gamebook prototype. As a result, it was identified that the material elaborated included knowledge of Physics, as was the case of concepts of mechanics, thermodynamics and wave. In addition, it was found that the adaptations made in relation to the characteristics of the traditional gamebook, as well as those of the games themselves, were able to operationalize attributes of the learning games in the gamebook prototype. Furthermore, it was found that it may be able to promote the satisfaction of some basic psychological needs proposed by the Self-Determination Theory. Therefore, it is possible to conclude that the material can contribute to the development of a new learning game focused on Physics Teaching. Furthermore, due to the characteristics of this material, it can be assumed that, if this new game follows its assumptions, it would have the potential to collaborate in dealing with the problem of students' lack of motivation to learn Physics.
Descrição
Citação
SILVA, Guilherme Rosso da. O livro-jogo como um jogo de aprendizagem voltado ao ensino de física. 2021. Trabalho de Conclusão de Curso (Licenciatura em Física) – Instituto Federal de Santa Catarina, Araranguá, 2021.