Análise de jogos didáticos para aplicação no ensino de química aos alunos com transtorno de déficit de atenção e hiperatividade (TDAH)

Abstract

Attention deficit-hyperactivity disorder (ADHD) is a neurobiological disorder, of genetics causes, usually represents in childhood and, possibly, continues with a person his or her whole life. This disorder comes with learning difficulties, because, for presents symptoms as inattention and hyperactivity-impulsivity, makes the one who has it, easily lose focus in some activities. Students who have this condition are looked as “diffuse”, they can’t keep concentration for a long time and, for this reason, they tend to have a lower scholarship performance. To contribute in the school development of these students, there is a fundamental piece: the teacher. This one need to identify the difficulty of his student and look for resources to get the student aware of his classes contents and teaching in a more effective way. To this, there is a very important tool which the teacher can resort to: the didactic games. The games for students who has ADHD, have got to show some characteristics: ludic character, compensation elements to the accomplished tasks, calling attention ways through sounds and images, simple and attractive interface and captivating stimulating plot. In that way, these students can learn a specific content with more success. Thus, this research has the objective of analyzing the characteristics of some games already developed for Chemistry teaching which did not, necessarily, were produced for diagnosed ADHD students, however they can be applied for those who has it. After bibliographic researches, were chosen three games. They are: Chemistry Domino, Organic Chemistry Bingo and Chemistry Profile “calling your attention”. Analyzing the two first games, conclude itself that the same can be used for this approach, even without had been produced for them. However, the last game was developed specially for students with this neurobiological condition and, for that, we bring as an example in this paper. At last, seeing that the teacher is an important character in the ADHD student’s scholarship development, it is settled that having these games in the classroom benefit positively his attention.