Energeia: A pedagogic game to approach the concept of energy in the light of the Theory of Conceptual Profiles

Abstract

This paper presents a proposal for a pedagogic game entitled Energeia, for teaching and learning the concept of energy in the school environment, based on the Theory of Conceptual Profiles. We consider that pedagogic games are activities that favor the teaching and learning processes, as they can arouse the interest and participation of students in classes. It is a card game that presents contextual situations involving the concept of energy, passing through ways of thinking related to the six zones of the profile: energy as something spiritual or mystical, energy functional/utilitarist, energy as movement, energy as something material, energy as the causal agent of change and energy as a quantity that is conserved. By proposing contextual situations in the Energeia game, we expect that students can discuss the concept of energy and associate different ways of thinking and ways of talking about the concept to contexts of greater pragmatic value.