From intentionality to playful responsibility: the role of gamification in science education

Abstract

Gamification has stood out as an innovative and effective approach in the educational field. From this perspective, this work aims to report the unfolding of the application of a gamified workshop in a high school class of an elective subject, on the creation of didactic games for teaching science in the Municipality of Mossoró-RN. The mechanism adopted is of a qualitative nature, as an evaluation instrument, observational method and application of a questionnaire containing 6 questions, developed in 2 classes in a public school with high school students taking an elective subject, totaling 62 students . The data obtained corroborates the literature, showing positive results when gamification becomes combined with science teaching. Furthermore, the numbers obtained indicate that gamification not only makes teaching enjoyable but also meaningful, at the same time, playful and educational, in addition to critical thinking and practical skills, which enables people to understand and explore the natural world, contributing to a society more informed and engaged with scientific and technological advances, as well as scientific and chemical knowledge.