Jogo de tabuleiro para o ensino de formas de energia no ensino médio

Abstract

Physics is one of the essential curricular components in education, encompassing a wide range of knowledge that enables the understanding of many aspects of our reality. However, it is often perceived as a challenging subject by a significant number of students, many of whom also express a dislike for it. This perception seems, in part, to stem from the fact that Physics is still frequently taught in a traditional manner, with teachers presenting content on the blackboard, primarily focusing on the use of formulas related to the course topics. Subsequently, students are assessed through tests that evaluate only their ability to apply these formulas. Fortunately, over the past few decades, many educators, including Physics teachers, have sought to transform the teaching of this subject, making it more contextualized. This approach aims to teach the content without compromising mathematical rigor, where necessary, while incorporating didactic tools to make learning more effective and engaging. In this context, we developed a board game to assist students in learning about several important forms of energy, such as kinetic energy, gravitational potential energy, elastic potential energy, and electrical energy. The game was grounded in the Constructivist pedagogical approach, aiming to foster active, student-centered learning. Furthermore, it was designed to be a low-cost material, accessible to schools. As a result, we observed a significant improvement in students' accuracy levels on certain topics. Additionally, the vast majority of students reported that the game contributed to a more interactive and enjoyable learning experience, helping them better understand the content. In conclusion, we hope that the board game developed in this study will contribute to promoting a more dynamic and effective Physics education for high school students.