Teorias da aprendizagem em jogos educacionais para o ensino de ciências

Abstract

Didactic games contribute immensely to the development and learning of students, thus being a way of assisting in interactions between students themselves and between student and teacher. Didactic games have the function in the classroom to bring the student closer to the content given in the classroom, it works as a tool to bring the student closer to the subject. and the subject taught by the teacher. Thus helping the student to have significant development in relation to knowledge of the subject studied, helping with sociability, contributing to the cooperative spirit and the development of creativity. The objective of this work is to investigate the learning theories contained in the dynamics of educational games, aimed at teaching of sciences. This work is supported by learning theories: behaviorist, cognitivist, constructivist, humanist, sociocultural and meaningful, based on the author: Kishimoto, Dondi and Moretti, Vigotsky, Skinner and Bruno Silva Leite. A descriptive and qualitative research approach is adopted, with the aim of analyzing educational games and learning theories. According to materials analyzed in the research, it was possible to conclude that games do have a basis based on one or more learning theories, thus being able to understand how the learning process occurs. Educational/didactic games are a great alternative for teaching and learning processes, as they help students to have greater participation and dynamics in the classroom and in this way facilitating the understanding of the contents. Educational didactic games play a fundamental role in the training of teenagers, stimulating interest and understanding of science.