Academic literature on the topic 'Games in teaching chemistry'
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Journal articles on the topic "Games in teaching chemistry"
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Samuelson, A. G. "Card Games and Chemistry Teaching Organometallic Reactions Through Card Games." Resonance 23, no. 8 (2018): 915–23. http://dx.doi.org/10.1007/s12045-018-0693-0.
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Akhmetov and Azimbayeva. "Application of educational games in the teaching of chemistry." Bulletin of the Karaganda University. "Chemistry" series 92, no. 4 (2018): 81–86. http://dx.doi.org/10.31489/2018ch4/81-86.
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Vasilevskaya, Elena, Volha Tatarynovich, and Tatsiana Vaniuk. "USING OF GAME TECHNOLOGIES FOR INCREASING OF MOTIVATION TO CHEMISTRY STUDYING AT THE SECONDARY SCHOOL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (2010): 48–54. http://dx.doi.org/10.48127/gu-nse/10.7.48.
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Active training methods (including game) are very popular in practice of modern natural-science education. Results of experiment on use of game training methods on chemistry education at base school are presented in the article. We questionnaire the 9 Form student of boarding school No. 5 in Minsk on first step of the investigation in the 2008–2009 year. The results showed that chemistry is not very interesting for students. Educational games used for increasing the interest and motivation to study chemistry. The lesson „Hidrocarbons“ carried out in the games form in the experimental group and in the traditional form in the control group. Efficiency of game methods proves to be true results of control of knowledge and responses of students. The chemistry computer games such as „Chemical elements“,“ Chemical bridge“, „Chemical Olympics“ used as a home work for 9 Form student. Games methods used during the traditional „Week of chemistry“ in the boarding school No. 5 too. The opinion of students about role of games in chemistry teaching is presented. Key words: chemistry education, games in chemistry, secondary school.
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García-Ruiz, J. M. "Arcade Games for Teaching Crystal Growth." Journal of Chemical Education 76, no. 4 (1999): 499. http://dx.doi.org/10.1021/ed076p499.
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MEDETBAEVA, S. A., and N. K. AKHMETOV. "THE PROBLEMS AND PROSPECTS OF USING EDUCATIONAL COMPUTER GAMES IN TEACHING CHEMISTRY." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 3 (2020): 105–11. http://dx.doi.org/10.51883/20704046_2020_3_105.
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SILVA, C. K. O., J. P. A. NOGUEIRA, and H. Y. S. SOUZA. "APPLICATION OF A EDUCATIONAL GAME AS RESOURCE FOR TEACHING CHEMISTRY." Periódico Tchê Química 09, no. 17 (2012): 42–47. http://dx.doi.org/10.52571/ptq.v9.n17.2011.6_periodico17_pgs_6_16.pdf.
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Most of the high school students have an aversion to the subject of chemistry. This fact is, probably, due to the complexity of the phenomena involved in chemical transformations and little interdisciplinarity and /or transdisciplinarity in relation to the daily life of students and with other subjects. Therefore, the teacher must find ways to assist the pedagogical teaching-learning process in chemistry. The development of modern and simple strategies, using experiments, games and other teaching resources, is recommended to streamline the process of learning chemistry. The aim of this work was to employ a game as a didactical resource to facilitate the teaching-learning process in chemistry. The game used was Sudoku, and the version employed was called Sudokímica. The material was applied in three high school classes of a public school in Natal-RN, Brazil. The didactical resource was successful in the sense of facilitating and integrating the scientific and daily life knowledge of the students. It can be concluded that the game, Sudokímica can be considered good alternative to supplementary material in the teaching-learning process in chemistry through for resolution of problems.
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Sevian, Hannah, and Steven Couture. "Epistemic games in substance characterization." Chemistry Education Research and Practice 19, no. 4 (2018): 1029–54. http://dx.doi.org/10.1039/c8rp00047f.
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Problem solving is lauded as beneficial, but students do not all learn well by solving problems. Using the resources framework, Tuminaro J., and Redish E. F., (2007), Elements of a cognitive model of physics problem solving: Epistemic games,Physical Review Special Topics-Physics Education Research,3(2), 020101 suggested that, for physics students, this puzzle may be partially understood by paying attention to underlying epistemological assumptions that constrain the approaches students take to solving problems while working on them. They developed an approach to characterizing epistemic games, which are context-sensitive knowledge elements concerning the nature of knowledge, knowing and learning. As there is evidence that context-activated knowledge influences problem solving by students in chemistry, we explored identifying epistemic games in students’ problem solving in chemistry. We interviewed 52 students spanning six courses from grade 8 through fourth-year university, each solving 4 problems. Using 16 contexts with substance characterization problems, we identified 5 epistemic games with ontological and structural stability that exist in two larger epistemological frames. All of these epistemic games are present at all educational levels, but some appear to grow in across educational levels as others recede. Some games also take lesser and greater precedence depending on the problem and the chemistry course in which students are enrolled and the context of the problem. We analyze these results through a frame of learning progressions, paying attention to students’ ideas and how these ideas are contextualized. Based on this analysis, we propose teaching acts that instructors may use to leverage the natural progressions of how students appear to grow in their capacity to solve problems.
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DA COSTA, Maria Aparecida. "ACIDS AND BASES: DEVELOPMENT OF A SEQUENCE TEACHING FOR CHEMICAL TEACHING." Periódico Tchê Química 12, no. 24 (2015): 101–10. http://dx.doi.org/10.52571/ptq.v12.n24.2015.101_p_24_pgs_101_110.pdf.
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It is very important that the chemical contents are related to the daily life of the student in order to favor the understanding of the social context in which they are inserted. For this to occur the teacher can appropriate the elaboration of didactic sequences to assist you in choosing the best teaching-learning resources to be worked in the classroom, such as games, experiments and activities that favor the contextualization of the contents. In seeking work in this way the contents, from the elaboration of didactic sequences, these will contribute to arouse curiosity, motivation and participation of students in class and encouraging the teaching and learning process. From this perspective the present article focused on the development of a didactic sequence for the chemical content acid, where from that the teacher can work in the classroom various teaching resources for the content herein. However they were developed different methods to teach the chemical content acid and base, using so experimentation, making a game and a contextualized approach. The choice of the methodology presented here it was with the intention that, from this use can encourage a better use of the content by the students and that they can better understand the content and the relationship of chemistry with your social context.
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Bianco, Lino, Irina Andonova, and Anton Buhagiar. "CLIL APPLIED TO PRE-UNIVERSITY CHEMISTRY TEACHING IN ENGLISH: BULGARIA AS A CASE-STUDY." Journal of Social Sciences 4, no. 3 (2021): 7–17. http://dx.doi.org/10.52326/jss.utm.2021.4(3).01.
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Content and Language Integrated Learning (CLIL) is bilingual education whereby students do not only study a second language, in addition to their native tongue, but learn a school subject in that foreign language. This study is based on the teaching of chemistry in English to Grade 9 students in the Republic of Bulgaria. Correlation exists between the performance of students in chemistry taught in English with their performance in English in Grade 8 and Grade 9. There is also a correlation between their performance and gender and regarding the second language chosen. In fact, students who opted for Russian and Spanish fared better than those who opted for German and French. More laboratory experiments at school, lessons incorporating interesting games, and stimulating interactive projects were recommended by students as useful tools to improve their scientific literacy.
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Bílek, Martin, Małgorzata Nodzyńska, Wioleta Kopek-Putała, and Paulina Zimak-Piekarczyk. "BALANCING CHEMICAL EQUATIONS USING SANDWICH MAKING COMPUTER SIMULATION GAMES AS A SUPPORTING TEACHING METHOD." Problems of Education in the 21st Century 76, no. 6 (2018): 779–99. http://dx.doi.org/10.33225/pec/18.76.779.
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Writing and balancing equations of chemical reactions is one of the \most difficult elements of chemistry education for students, which is why it was decided to analyse part of the process which is the most difficult. The process itself consists of multiple stages. it is important to highlight that the focus of research was not only on balancing the chemical equations. This stage can be independent of chemical skills and knowledge and is based on combinatorial and mathematical skills. The aim of the research was to examine whether using computer simulations can help younger children to balance chemical equations before they start to learn chemistry by using the psychological theory of transfer. It was decided first to teach children how to “make sandwiches” using a computer simulation game. When they have mastered in this activity, they can balance chemical equations. If the children learned how many pieces of cheese, ham and bread would be necessary to “make sandwiches” they began to learn how to balance chemical equations. The children were acquainted with the elements of chemical knowledge necessary to understand the simulation, and then they worked independently with it. Tests were carried out to check the acquired level of ability to balancing chemical equations. The obtained results proved that the balancing of the simple equation of reaction was mastered by over 50% of the children tested. It seems, therefore, a good solution that elements of reconciliation of chemical reaction equations should be introduced at an earlier stage of education, for example during maths lessons.
Dissertations / Theses on the topic "Games in teaching chemistry"
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Jenkins, Dave A. "Teaching First-Semester General Chemistry Using 3D Video Games following an Atoms First Approach to Chemistry." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248376/.
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The unified learning model (ULM) focuses on students' engagement, motivation, prior knowledge, and working memory. This study employs the use of video games to assess students' learning through a 3D chemistry gaming environment. In this human-subjects research, students carried out missions and applied reasoning to solve problems appropriate for general chemistry content. For learning to occur, students must be engaged and motivated as stated in the ULM. Learning cannot necessarily be accomplished by experience alone, and critical thinking is required to turn the experience into learning. The interpretation of educational theory applied to video games and this proposed study are discussed. A moderately positive correlation was found between exam score and study time (playing the game). Essentially the more time spent playing the game or an online activity the higher the exam scores. There was an alpha level less than 0.05 (p < 0.05) between the experimental group and non-traditional group (no game or online activity). Supporting that there was a statistically significant difference between groups, the null hypothesis was accepted between the game and online activity. Furthermore, as stated under the ULM, engagement is necessary for optimal learning.
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Silva, Ana Paula Medeiros. "Geometria molecular: elaboração, aplicação e avaliação de uma sequência didática envolvendo o lúdico." Niterói, 2017. https://app.uff.br/riuff/handle/1/5030.
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Produto Ana Paula Medeiros.pdf: 429625 bytes, checksum: 68103f66bcbc45cf18db01326bb82852 (MD5)<br>Esse trabalho apresenta uma sequência didática sobre Geometria Molecular, elaborada após análise de uma diagnose aplicada, levando-se em consideração a opinião dos participantes envolvidos nesta pesquisa. Utilizou-se a Teoria Cognitiva de David Ausubel e as Obras de Paulo Freire, para fundamentar a pesquisa. A sequência foi desenvolvida em duas turmas de 1ºsérie do Ensino Médio no município de Belford-Roxo, buscou-se envolver os alunos através de uma pesquisa bibliográfica sobre “A importância e tipos de Geometria Molecular”, assim como a elaboração de modelos com materiais alternativos, juntamente com uma ficha contendo informações sobre a molécula. Para reforçar a construção do conhecimento, foram elaborados e utilizados dois jogos didáticos, um Dominó Geométrico e um Cara-Cara Geométrico. Ambos abordaram o assunto estudado em sala de aula durante o 4º bimestre. Posteriormente ao processo envolvendo o lúdico, os alunos participaram de uma avaliação escrita. Após todo desenvolvimento do processo de ensino-aprendizagem, os discentes responderam a um questionário, onde puderam expor suas opiniões sobre as atividades desenvolvidas, permitindo ao docente analisar o processo ensino- aprendizagem e os benefícios do uso de atividades lúdicas associado a teoria para abordagem do conteúdo de geometria molecular. Após análise e reflexão docente, foi obtido a versão final da sequência didática, envolvendo atividades lúdicas para o processo de ensino-aprendizagem de geometria molecular no Ensino Médio. Configurando-se como produto final dessa Dissertação, podendo contribuir no processo de ensino-aprendizagem de Química à medida que permite a construção do conhecimento em conjunto professor-alunos.<br>This paper presents a didactic sequence of molecular geometry, drawn up after analysis of an applied diagnosis, taking into account the opinion of the participants involved in this research. We used the Cognitive Theory of David Ausubel and the works of Paulo Freire to support the research.The sequence was developed in two groups of the freshman year of high school in Belford-Roxo city. It was sought to engage students through a literature search about "The importance and types of molecular geometry” as well as the development of models with alternative materials along with a form containing information about the molecule.In the consolidation of knowledge, two educational games were used: a Geometrical Domino and Geometrical Guess Who. Both addressed the subject studied in class during the 4th quarter. As soon as the process involving the recreational activities was finished, students participated in a written assessment.After the whole development of the teaching-learning process, the students answered a questionnaire where they could express their opinions on the activities evolved, allowing the teacher to analyze the teaching-learning process and the benefits of using recreational activities associated with theory to the content of molecular geometry approach.After analysis and teaching reflection, It was obtained the final version of the didactic sequence involving recreational activities for the process of teaching and learning of molecular geometry in high school. Configured as the final productofthiswork, it cancontribute in Chemistryteaching-learningprocess as it allowstheconstructionofknowledge in teacher-studentsinteraction.
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Santana, Eliana Moraes de. "O uso do jogo autódromo alquímico como mediador da aprendizagem no ensino de Química." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-31052012-150554/.
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O objetivo dessa pesquisa foi analisar um jogo didático intitulado Autódromo Alquímico e como esse tipo de metodologia pode contribuir para o Ensino de Química. As hipóteses de trabalho a priori são que atividades lúdicas e jogos desse tipo podem (i) favorecer a motivação dos alunos e o interesse dos mesmos em aprender (ii) desenvolver nos educandos habilidades cognitivas através das Funções Psicológicas Superiores (FPS) tais como: Emoção, Imaginação, Percepção, Atenção, Memória, Pensamento, Linguagem, Abstração e Generalização, por fim,(iii) possibilitar a significação e o aprofundamento do conhecimento a respeito da Alquimia e da Química. A pesquisa foi realizada na perspectiva do método de análise qualitativa, sendo desenvolvida nos moldes do estudo de caso. O Referencial Teórico utilizado e em relação à função do jogo é baseado em Vygotsky e seus alunos, Leontiev e Elkonin principalmente. A atividade lúdica trabalhada foi o Jogo Autódromo Alquímico e todas as suas etapas de aplicação inseridas no contexto da Educação em Química. Os colaboradores do trabalho foram 263 estudantes de nove turmas do 9º ano do Ensino Fundamental de uma escola particular da cidade de Itabuna no estado da Bahia. A obtenção dos dados foi realizada através de análises diagnósticas (iniciais, continuadas e finais) com perguntas abertas, além de filmagens digitais e entrevistas com os educandos sendo, posteriormente, tratados com a utilização de ferramentas da análise de conteúdo. Os resultados encontrados corroboraram as três hipóteses (i) (ii) e (iii). Os dados encontrados demonstraram existir uma relação direta entre a aplicação da atividade lúdica e uma maior ressignificação e aprofundamento do conhecimento em Química. Conclui-se que o Jogo foi benéfico para o processo de ensino e aprendizagem em Ciências, pois houve aprendizagem e ressignificação do conhecimento da Alquimia e da Química. Também foi perceptível o desenvolvimento de várias habilidades apontadas como importantes para a formação de um cidadão crítico e reflexivo.<br>The objective of this research was to analyze a didactic game titled Alchemical Speedway and how such a methodology can help to teach chemistry. Working hypotheses are that play activities and games of that type may (i) foster students\' motivation and interest in learning the same (ii) to develop in students the higher psychological functions (FPS) such as: Emotion, Imagination, Perception, Attention, Memory, Thought, Language, Abstraction and Generalization, finally, (iii) enable the significance and deepen the knowledge of alchemy and chemistry. The survey was conducted in view of the method of qualitative analysis, being developed as a case study. The theoretical basis and in relation to the function of the game is based on Vygotsky and his students, Leontiev and Elkonin mainly. Leisure activity was crafted game Alchemical Speedway and all stages of application placed in the context of Education in Chemistry. Employees of the study were 204 students from nine classes in 9th grade of elementary school to a private school in the city of Itabuna in the state of Bahia. Data collection was performed through diagnostic tests (initial, continuing and final) with open questions, in addition to digital footage and interviews with the students and subsequently treated with the use of tools of content analysis. The results corroborate the three hypotheses (i) (ii) and (iii). The data showed a direct relationship exists between the application of leisure activity and a major reframing and deepening of knowledge in chemistry. We conclude that the game was beneficial to the process of teaching and learning in science, because there was learning the knowledge of Alchemy and Chemistry. Also noticeable was the development of various skills identified as important for the formation of a critical and reflective citizen.
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Fernandes, Marcelo. "Aplicação do jogo ludo atomística no ensino de química." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7188.
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Previous issue date: 2015-12-17<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>This work presents an experience directed on the construction, development and implementation of a playful activity in the Teaching of Chemistry, with students of the first year of high school State School "Captain Agenor de Carvalho" in the municipality of Estiva Gerbi, State of São Paulo in Brazil. This experience has been a digital board game and given, involving questions of Chemistry, with contents of
Atomistic. The game is available on the internet at Portal Education under the name of “Ludo Atomistic”. The game was applied in the computer room of the school, through the system Accesses School during the class of Chemistry. Students were evaluated through a tool in the portal with all information for analysis of hits and errors of the issues, access and frequency. It was as analyzed the performance of
students in the classroom, their interests in the contents and their participation in activities in school and in their homes. The idea was to get an attractive and innovative, enjoyable and interesting methodology for teaching. The game Ludo Atomistic demonstrated collaborate in the process of teaching and learning, in a differentiated, attractive and dynamic manner, because with didactic-pedagogical purpose promoted beyond pleasure and fun, the construction of knowledge, to connect various aspects of the learning process as cognition, affection, socialization and creativity.<br>O presente trabalho apresenta uma experiência direcionada na construção, elaboração e aplicação de uma atividade lúdica no ensino de Química, com alunos do 1º Ano do Ensino Médio da Escola Estadual “Capitão Agenor de Carvalho” no município de Estiva Gerbi, estado de São Paulo. Nesta experiência foi desenvolvido um jogo digital com tabuleiro e dado, envolvendo perguntas da disciplina de Química, dos conteúdos de Atomística. O jogo está disponível na internet no Portal Ludo Educativo com o nome de Ludo Atomística. Foi aplicado na sala de informática da escola, através do sistema Acessa Escola durante as aulas de Química. Os alunos foram avaliados através de uma ferramenta disponível no portal, com todas as informações para análise de acertos e erros das questões, frequências de acessos e os seus rendimentos. Também foi analisado o desempenho dos alunos em sala de aula, seus interesses nos conteúdos e suas participações nas atividades desenvolvidas na escola e em suas casas. A ideia foi buscar uma metodologia inovadora e atraente para ensinar de forma mais prazerosa e interessante. O jogo Ludo Atomística demostrou colaborar no processo de ensino e aprendizagem, de forma diferenciada, dinâmica e atrativa, pois com finalidade didático-pedagógica promoveu além de prazer e divertimento, a construção do conhecimento, ao conectar vários aspectos do processo de aprendizagem, como cognição, afeição, socialização e criatividade.
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Silva, Filho Supercil Mendes da. "Desenvolvimento de jogos digitais por alunos do ensino médio para o desenvolvimento de conceitos químicos." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5389.
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Previous issue date: 2015-10-28<br>The actual study sought to establish a relation between the digital games development and the learning of chemicals contents, considering that high school students are the digital games developers.The research had been developed with the perspective of an investigation by action where it was established a whole planning of intervention with a group of students that would develop digital games. The process was recorded and the conversations transcribed as well to a data analysis. The students had developed two games related with experimental chemical concepts that are the experiment of cathode ray tube and electrochemical batteries. Two categories were analyzed: conceptual appropriation from the digital game elaboration and the equilibrium between playfulness and learning. During the analysis it was discovered that the development of activities gave a better appropriation of the chemical concepts in a way that the concepts were more inductive and an equilibrium between entertainment and learning was achieved. Last but not least, the development of digital games is a crucial element giving students the possibility to adapt chemical concepts by merging the construction and appropriating of students’ knowledge.<br>O presente trabalho buscou estabelecer a relação entre a elaboração de jogos digitais e a aprendizagem de conteúdos químicos, considerando a elaboração dos jogos digitais por alunos do Ensino Médio. A pesquisa se desenvolveu na perspectiva de uma investigação-ação sendo estabelecido todo um planejamento de intervenção com um grupo de alunos tendo em vista a elaboração de jogos digitais. O processo foi gravado e as falas foram transcritas para a análise dos dados. Os estudantes produziram dois jogos relacionando conceitos químicos do experimento de tubo de raios catódico e pilhas eletroquímicas. Foram analisadas duas categorias: apropriação conceitual a partir da elaboração dos jogos digitais e equilíbrio entre ludicidade e ensino aprendizagem. No decorrer da análise percebeu-se que o desenvolvimento das atividades possibilitou a apropriação dos conceitos de forma lúdica e que houve equilíbrio entre a diversão e a aprendizagem. Dessa forma conclui-se que a construção de jogos no formato digital é também um elemento possibilitador da construção e apropriação de saberes pelos estudantes.
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Miranda, Ana Flávia Souza. "Jogos pedagógicos no processo de ensino e aprendizagem em química na modalidade educação de jovens e adultos." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4924.
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Previous issue date: 2015-06-19<br>This paper proposes the use of strategies in order to make the game learning, in
order to promote learning through play in teaching chemistry, taking advantage of
this existing form of social interaction in the classroom.For the implementation of the
proposal, used as target students mode of Youth and Adults (EJA), belonging to
public schools of the city of Trindade-GO. The selection of classes occurred after a
period of 15 days of observations and notes of the characteristics of each, at the end
were chosen two groups from different periods, each of which has its particularities.
These were divided into groups, with varying number of students and then was
proposed as an initial activity, the application of two pedagogic games chemicals,
related to a content taught in the classroom by the teacher of the course, which are
applied on different days. After was asked to students, the construction of pedagogic
games in chemistry, based on content that had not been seen by them. The results
presented were relevant and could emphasize that it is possible, students of this
public school learn through play Chemistry-related content. Throughout the research
was possible to raise some important elements such as the fact that the students
express an initial disinterest and then be replaced by the interest and enthusiasm for
the proposal; initial difficulties regarding the understanding of the rules, but to be
understood provided a better use of the proposal; there was discussion of content
related to chemistry, and students active agents of this process and finally noticed
some particularities related faults and defection of some students. These and other
factors led to the lifting of the categories of analysis of our work, namely: the Interest,
the Rules, the Competition, the Content, Collaborative Learning and the
Particularities of the EJA. As data collection instruments, field diaries and filming
were used.<br>O presente trabalho tem como proposta a utilização de estratégias de modo a tornar
a aprendizagem lúdica, objetivando promover a aprendizagem por meio de jogos no
ensino de Química, aproveitando-se desta forma, da interação social já existente em
sala de aula. Para a execução da proposta, utilizamos como público alvo alunos da
modalidade de Educação de Jovens e Adultos (EJA), pertencentes à rede pública
estadual da cidade de Trindade-GO. A seleção das turmas ocorreu após um período
de 15 dias de observações e anotações das características de cada uma delas, ao
final foram escolhidas duas turmas de períodos diferentes, tendo cada uma suas
particularidades. Estas foram divididas em grupos, com número variável de alunos e
então foi proposta como atividade inicial, a utilização de dois jogos pedagógicos de
Química, relacionados a um conteúdo trabalhado em sala de aula pelo professor da
disciplina, sendo estes aplicados em dias diferentes. Posteriormente foi solicitado
aos alunos, a construção de jogos pedagógicos em Química, baseados em um
conteúdo que ainda não havia sido visto por eles. Os resultados apresentados foram
relevantes, podendo ressaltar que é possível sim, alunos deste público de ensino
aprenderem de forma lúdica conteúdos relacionados à Química. Durante toda a
pesquisa foi possível levantar alguns elementos importantes tais como o fato dos
alunos manifestarem um desinteresse inicial e posteriormente ser substituído pelo
interesse e entusiasmo pela proposta; dificuldades iniciais com relação ao
entendimento das regras, mas que ao serem compreendidas propiciaram um melhor
aproveitamento da proposta; verificou-se discussão do conteúdo relacionado à
Química, sendo os alunos agentes ativos deste processo e por último notamos
algumas particularidades relacionadas à faltas e desistência de alguns alunos.
Esses e outros elementos propiciaram o levantamento das categorias de análises do
nosso trabalho, sendo elas: o Interesse, as Regras, a Competição, o Conteúdo, a
Aprendizagem Colaborativa e as Particularidades da EJA. Como instrumentos de
coleta de dados, foram utilizados os diários de campo e as filmagens.
7
Borges, EciÃngela Ernesto. "ContribuiÃÃes dos jogos e atividades lÃdicas para a aprendizagem significativa em quÃmica orgÃnica no 3Â ano do ensino mÃdio." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15771.
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O Ensino de QuÃmica aplicado nas escolas à invariavelmente identificado como tradicional, abstrato e descontextualizado. A literatura tem sido prÃdiga na afirmaÃÃo dessa assertiva, de modo que o Ensino de QuÃmica nÃo tem contribuÃdo de forma significativa para a aprendizagem e formaÃÃo cidadà dos discentes. Daà o recorrente reclamo para que o docente renove seu modo de ensinar, necessitando-se de metodologias de ensino capazes de proporcionar o desenvolvimento cognitivo dos alunos e fomentar a Aprendizagem Significativa. Neste contexto, a utilizaÃÃo de jogos didÃticos constitui-se como um importante instrumento de aprendizado capaz de tornar o trabalho docente mais dinÃmico, atraente e interativo. Assim, esta pesquisa teve como objetivo elaborar, aplicar e analisar a contribuiÃÃo dos jogos didÃticos como ferramenta pedagÃgica no ensino de QuÃmica OrgÃnica, à luz da Aprendizagem Significativa. A presente pesquisa teve como suporte teÃrico os trabalhos, principalmente, de AUSUBEL, 2003; KISHIMOTO, 1994; MOREIRA, 2011; SOARES, 2013; MELO, 2005 e SANTANA, 2006. Suas anÃlises assumiram a forma de uma pesquisa descritivo-bibliogrÃfica, de cunho qualiquantitativo com estudo de caso e realizado em campo, aplicado em uma escola pÃblica de Fortaleza-CE, localizada no Bairro Henrique Jorge em duas turmas de 3 ano do Ensino MÃdio. Uma das turmas foi denominada de controle na qual foi aplicada a metodologia tradicional e a outra, denominada pesquisada, na qual foram utilizados os jogos elaborados que contemplaram o conteÃdo funÃÃes orgÃnicas, vinculado ao cotidiano dos estudantes. Os instrumentos utilizados foram trÃs questionÃrios, um teste de sondagem, duas avaliaÃÃes, alÃm da observaÃÃo e registro fotogrÃfico. Os resultados obtidos, a partir dos questionÃrios e das avaliaÃÃes aplicadas antes e apÃs a utilizaÃÃo dos jogos, indicaram que os mesmos atuaram como um instrumento facilitador e eficiente na compreensÃo do conteÃdo abordado, fomentando uma Aprendizagem Significativa. Constatou-se ainda que, o uso dos jogos didÃticos no ensino de QuÃmica OrgÃnica proporciona a participaÃÃo e a interaÃÃo entre os alunos, podendo potencializar a promoÃÃo de uma aprendizagem prazerosa e eficaz.<br>The Chemistry Teaching applied in schools is identified invariably as traditional, abstract and out of context. Literature has been prodigal in affirming that the Chemistry Teaching has not contributed significantly to the learning and civic education of pupils, whence the recurrent complaint against teachers to make them renew their teaching performance. There are also teaching methodologies demands for providing the cognitive development of learners, as well as fostering meaningful learning. In this context, the use of educational games constitutes as an important learning tool to make teaching more dynamic, attractive and interactive. Thus, this research aimed to formulate, implement and analyze the contribution of educational games as a pedagogical tool for Organic Chemistry Teaching in the light of meaningful learning. This research was theoretically supported by AUSUBEL, 2003; KISHIMOTO, 1994; MOREIRA, 2011; SOARES, 2013; MELO, 2005 and SANTANA, 2006. The analysis took the form of a descriptive research of quantitative and qualitative nature with case study and it was held in a public school in Fortaleza City, located in Henrique Jorge district into two high school last period classes. One of them was called controlada, in which was applied traditional methodology. The other, called pesquisada, had elaborate games that contemplated content bodily functions, linked to studentsâ daily lives. The tools used were three questionnaires, one pump test, two evaluations, as well as class observation and photographic record. The results obtained from the questionnaires and evaluations applied before and after the games have indicated that they acted as a facilitator and they were effective for the understanding of the approached content by promoting meaningful learning. It was also found that the use of educational games in Organic Chemistry Teaching provides participation and interaction among students and must enhance the promotion of an enjoyable and effective learning.
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Gondin, Carolyne de Oliveira. "Sequência didática para o ensino de ácidos e bases: da experimentação ao jogo numa abordagem contextualizada." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2478.
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Acompanha: Sequência didática - Ensino de ácidos e bases: da experimentação ao jogo numa abordagem contextualizada<br>Esta pesquisa teve como objetivo avaliar a contribuição de uma sequência didática, para a aprendizagem de estudantes, no ensino de funções ácidos e bases, em que se utilizou da experimentação, e, de um jogo, numa abordagem contextualizada. A abordagem metodológica foi qualitativa de natureza interpretativa, com observação participante, de sua natureza aplicada. Participaram da pesquisa, 26 estudantes, do primeiro ano do ensino médio, do turno matutino, de um colégio da rede estadual de ensino da Região Centro Sul do Paraná, Brasil. A análise de dados foi realizada, a partir de categorias, e subcategorias, estratificadas do conteúdo das respostas dos estudantes, no programa MAXQDA. A análise e interpretação, dos dados foram realizadas a partir do desenvolvimento da sequência didática, que integrou diferentes atividades, em oito momentos, articulada desde uma experimentação problematizadora, a um jogo didático, numa abordagem contextualizada. Indicou contribuições da atividade experimental problematizadora, como uma estratégia eficiente, para problematização, contextualização, e, o estímulo a questionamentos de investigação. Possibilitou a realização de discussões, reflexão, registros, e, levantamento de hipóteses a respeito do tema, que foram fundamentais para geração de dados, a respeito das concepções iniciais dos estudantes, sobre ácidos e bases. Despertou a curiosidade dos estudantes para os acontecimentos experimentais, fazendo com que agissem como protagonistas na construção de seu conhecimento na busca de respostas, numa atitude cientifica. O desenvolvimento do jogo didático elaborado estimulou de forma unânime a motivação dos estudantes, potencializou o interesse, a curiosidade, participação ativa nas atividades, melhorando o relacionamento entre estudantes, e como consequência a evolução conceitual, social e emocional. De forma geral, a sequência didática, contribuiu para que os estudantes estabelecessem relações entre os conteúdos científicos de ácidos e base, e o seu contexto, sendo instigados na busca pelo saber. De forma que, foi possível observar contribuições nas dimensões de abrangência conceitual, procedimental, e atitudinal, previstas nas intenções educacionais.<br>The aim of this research was to evaluate the contribution of a didactic sequence for the learning of students in the teaching of acid functions and bases, in which experimentation and a game in a contextualized approach were used. The methodological approach was qualitative of an interpretative nature, with participant observation, of its applied nature. Twenty-six students participated in the study, from the first grade of high school, of the morning term, of a state school in the Southern Center Region of Paraná, Brazil. The data analysis was carried out, from categories, and subcategories, stratified of the content of the students' answers, in the MAXQDA program. The analysis and interpretation of the data were obtained from the development of the didactic sequence, which integrated different activities, in eight moments, articulated from a problematizing experimentation, to a didactic game, in a contextualized approach. It indicated contributions of problematizing experimental activity, as an efficient strategy, for problematization, contextualization, and the stimulation of research questions. It made possible the accomplishment of discussions, reflection, registers, and hypotheses about the subject, which were fundamental for data generation, regarding the initial conceptions of the students about acids and bases. It aroused the curiosity of the students for the experimental events, causing them to act as protagonists in the construction of their knowledge in the search for answers in a scientific attitude. The development of the elaborated didactic game unanimously stimulated students' motivation, enhanced interest, curiosity and active participation in activities, improving students’ relationships and as consequence a conceptual, social and emotional evolution has arisen. In general, the didactic sequence contributed to the students establishing relationships between the scientific contents of acids and base and their context, being instigated in the search for knowledge. Thus, it was possible to observe contributions in the dimensions of conceptual, procedural, and attitudinal scope, foreseen in educational intentions.
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Zanin, Jeferson Lucas. "Na trilha da aventura : contribuições do Role Playing Game (RPG) como um guia didático para o ensino de química." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/265.
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Previous issue date: 2015-08-28<br>Este trabalho apresenta os ganhos e as contribuições do jogo de intepretação
de papéis, ou Roleplaying Game (RPG), voltado para o ensino de Química, utilizando
o formato de um Guia Didático. Enquanto joga RPG, cada participante representa o
papel de uma personagem dentro de uma aventura fantástica. Um dos jogadores
assume o papel de mestre do jogo, ou simplesmente mestre, e possui um papel único
e especial entre todos do time. É ele que descreve as cenas e segue a trama. Os
jogadores então, atuam de acordo com suas personagens, interferindo e construindo
a história. Pesquisado no Brasil como ferramenta pedagógica desde a década de 90,
Marcatto (1996) e Schmit (2008) apontam o RPG como uma ferramenta pedagógica
capaz de desenvolver inúmeras habilidades e competências entre os jogadores.
Cavalcanti (2009) relatou êxito da sua utilização na avaliação do conhecimento
químico. Com essa base, realizou-se uma pesquisa bibliográfica para criação de um
banco de dados dos trabalhos científicos e livros impressos, concomitantemente a
uma análise das obras que levantam as contribuições do RPG na educação.
Posteriormente, realizou-se uma pesquisa sobre os materiais de RPG e sistemas de
jogo gratuitos, assim como conceitos básicos de narrativa e construção de histórias,
para elaboração de aventuras pedagógicas que visem a construção de conceitos
utilizados na disciplina de Química. O resultado dessa pesquisa indicou que, em sua
maioria, os narradores de RPG são os próprios pesquisadores já com certa
experiência no jogo, sem relatos de experiências com outros professores assumindo
o papel de mestre do jogo. Elaborou-se então, um produto educacional contendo uma
aventura, um sistema de regras adaptado e informações sobre a condução de um jogo
de RPG para professores de Química leigos no assunto. Após ser submetido a testes,
o produto educacional se tornou um Guia Didático, denominado Na Trilha da Aventura:
Ensinando e Aprendendo Química com RPG. Ele foi avaliado por jogadores
experientes de RPG, integrantes do Programa Institucional de Bolsa de Iniciação à
Docência (PIBID) Interdisciplinar em Ciências Naturais e Matemática e professoras
formadoras do Centro de Formação e Atualização dos Profissionais da Educação
Básica – Cefapro. A avaliação considerou o aspecto técnico, lúdico, didático e
pedagógico do Guia Didático. Os resultados da avaliação foram positivos,
demonstrando que o material prepara o professor para utilizar o RPG em suas aulas.
O Guia Didático ajuda a criar aventuras, fornece subsídios para que o professor leigo
sobre RPG possa ensinar os alunos jogando a aventura proposta, permitindo que se
inclua outros conceitos de Química e adapte os desafios propostos de acordo com
sua realidade.<br>This paper presents the gains and contributions of a Roleplaying Game (RPG)
to chemistry teaching, presented as a Teaching Guide. While playing RPG, each
player undertakes a character role in a fantastic adventure. One of the players
assumes the role of Game Master (GM), who holds a unique and special role among
all in the team. The GM describes the scenes and follows the plot. The players then,
act according to their characters, interfering and building up the history. Researched
in Brazil as a pedagogical tool since the 90s, Marcatto (1996) e Schmit (2008) point
out the RPG as pedagogic capable of develop a number of skills among its players.
Cavalcanti (2009) reports success of its use in natural sciences teaching. With this
foundation in mind, a research was done over the literature to create a database of
scientific papers and physical books, concomitantly to an analysis of the works
regarding the contributions of the RPG in teaching. Later on, it was carried out a
research on free RPG materials and game systems, as well as basic concepts for
storytelling and plot build focused on construction of chemical concepts. The result of
this research indicated that major parts of RPG game masters are the researchers
themselves, who already has some experience with the game. Then, it was produced
an educational product containing an adventure, an adapted system of rules and
information concerning how to drive a RPG game for Chemistry teachers who have no
experience with the game itself. After undergoing tests, the educational product
became a Teaching Guide, called "Na Trilha da Aventura: Ensinando e Aprendendo
Química com RPG". It was rated by experienced players of RPGs, members of
Programa Institucional de Bolsa de Iniciação à Docência (PIBID) Interdisciplinar em
Ciências naturais e Matemática and teachers of the Centro de Formação e Atualização
dos Profissionais da Educação Básica – Cefapro. The evaluation found the technical
aspect, playful, didactic and pedagogical of the Teaching Guide. The evaluation results
were positive, demonstrating that the guide prepares the teacher to use the RPG in his
classes. It helps to create your own adventures, provides subsidies so that the teacher
who never had experience with RPG may teach the by playing the proposed adventure,
allowing the teacher to add other chemistry concepts and adapt the proposed
challenges according to their realities.
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Silva, Janduir Egito da. "Pistas org?nicas: uma atividade l?dica para o ensino das fun??es org?nicas." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17691.
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Previous issue date: 2013-02-15<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>Educational games can work as a complementary tool in teaching and learning
chemistry, playing an important role in the development of the students cognitive structures,
familiarizing them with certain conceptual content, which may arouse interest in the study of
such content. In this work, we made an analysis of organic chemistry textbooks recommended
by Programa Nacional do Livro Did?tico 2012, for high school students in order to verify
the existence of methodological proposals using educational games. From this analysis, we
proposed an educational game to be developed for students on 3? year of high medium and
undergraduate chemistry, that are in 1? semester of the course, which is constituted of a tray
and 48 letters, which work various concepts concerning organic functions, such as: structural
characteristics, physical properties, chemical and properties diverse of the compounds used
for the confection of the letters. The game was applied to a class degree in chemistry, period
2012.1 to a Federal Education of Rio Grande do Norte and a group of students of the 3rd year
of the state schools of Rio Grande do Norte, in the period the months of April and May 2012.
The analysis of the performance of the game proposed was made using visual observations,
photographic records and testimonials of students who participated in the games. The
instrument used for the data collection was the student questionnaire, which was similar for
both groups, differing only in the amount of questions, because one of them had one more
question. During application of the game it was observed that it constitutes a dynamic strategy
in the teaching and learning of chemistry concepts, given that students actively participated in
the classes as well, demonstrated more motivation in the construction of concepts,
furthermore, it was possible to observe evidence of other possibilities of the game. This could
be verified through visual observations and testimonials at the end of each game, by reading
the answers to the questionnaires<br>Os jogos educativos podem funcionar uma ferramenta complementar no processo
de ensino e aprendizagem da qu?mica, desempenhando importante papel no desenvolvimento
das estruturas cognitivas dos alunos, familiarizando-os com determinados conte?dos
conceituais, podendo despertar interesse pelo estudo de tais conte?dos. Neste trabalho,
realizou-se uma an?lise nos livros did?ticos de qu?mica org?nica recomendados pelo
Programa Nacional do Livro Did?tico 2012, para alunos do ensino m?dio, a fim de verificar
a exist?ncia de propostas metodol?gicas utilizando jogos educativos. A partir desta an?lise,
foi proposto um jogo educativo para ser desenvolvido a alunos de 3? ano do ensino m?dio e
de gradua??o em qu?mica, que estejam no 1? semestre do curso, o qual ? constitu?do de um
tabuleiro e 48 cartas, onde s?o trabalhados diversos conceitos relacionados ?s fun??es
org?nicas, tais como: caracter?sticas estruturais, propriedades f?sicas, qu?micas e propriedades
diversas dos compostos utilizados para a confec??o das cartas. O jogo foi aplicado em uma
turma de licenciatura em qu?mica, per?odo de 2012.1 de uma Institui??o Federal de Educa??o
do Rio Grande do Norte e em uma turma de alunos do 3? ano da rede estadual de ensino do
Rio Grande do Norte, no per?odo compreendido entre os meses de abril e maio de 2012. A
analise do desempenho da atividade l?dica proposta foi feita a partir de observa??es visuais,
registros fotogr?ficos e depoimentos dos alunos que participaram das partidas. O instrumento
utilizado para a coleta dos depoimentos dos alunos foi o question?rio, o qual era semelhante
para ambas as turmas, diferindo apenas na quantidade de quest?es, pois em um deles havia
uma pergunta a mais. Durante a aplica??o do jogo foi poss?vel observar que o mesmo se
constitui de uma estrat?gia din?mica no processo de ensino e aprendizagem de conceitos da
qu?mica org?nica, haja vista que os alunos participaram ativamente das aulas, bem como,
demonstraram mais motivados na constru??o dos conceitos, al?m disso, foi poss?vel observar
evid?ncias de outras potencialidades do jogo. Isso p?de ser constatado atrav?s das
observa??es visuais e dos depoimentos dos mesmos ao final de cada partida, atrav?s da leitura
das respostas dos question?rios
Books on the topic "Games in teaching chemistry"
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Williams, Martin H. Science puzzle aid.: Materials and their properties. Foulsham, 1993.
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Thorpe, Rod. Rethinking games teaching. Department of Physical Education and Sports Science, University of Technology, 1986.
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Thorpe, Rod. Rethinking games teaching. Department of Physical Education and Sports Science University of Technology, 1986.
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Hou, Harvey J. M., ed. Teaching Bioanalytical Chemistry. American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1137.
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Khine, Myint Swe, ed. Playful Teaching, Learning Games. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-460-7.
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Eilks, Ingo, and Avi Hofstein, eds. Teaching Chemistry – A Studybook. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-140-5.
Full textBook chapters on the topic "Games in teaching chemistry"
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Cunha, Oto A. L., Joimar B. Gonçalves, and Victor T. Sarinho. "Quimi-Crush: A Digital Game for the Teaching of Inorganic Chemistry." In Entertainment Computing and Serious Games. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34644-7_34.
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Houten, J. Van. "“Jeopardy” in the Inorganic Classroom - Teaching Descriptive Chemistry Using a Television Game Show Format." In Chemistry Education in the ICT Age. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9732-4_2.
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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "Academic Games." In Teaching for Learning, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-4.
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Pickard, Angela, and Patricia Maude. "Developing Games." In Teaching Physical Education Creatively, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003090885-8.
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Pickard, Angela, and Patricia Maude. "Introducing Games." In Teaching Physical Education Creatively, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003090885-7.
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Youngberg, David. "Video Games in Teaching Economics." In Teaching Economics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20696-3_2.
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Khine, Myint Swe. "Games in Education." In Playful Teaching, Learning Games. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-460-7_8.
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Husøy, Aleksander, and Tobias Staaby. "Teaching with video games." In The Digital Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-8.
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Whitton, Nicola, and Peter Whitton. "The Impact of Visual Design Quality on Game-Based Learning." In Playful Teaching, Learning Games. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-460-7_1.
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Ang, Chee Siang, Panayiotis Zaphiris, and Stephanie Wilson. "An Activity Theoretical Model for Social Interaction in Computer Games." In Playful Teaching, Learning Games. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-460-7_2.
Full textConference papers on the topic "Games in teaching chemistry"
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Rodriguez, Raquel, Manuel Blazquez, Beatriz Lopez, Manuel Castro, Elio San Cristobal, and Sergio Martin. "Educational games for improving the teaching-learning process of a CLIL subject: Physics and chemistry in secondary education." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044064.
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Lesina, Emilija, and Sandra Kalnina. "THE ROLE OF GAME ELEMENTS IN CHEMISTRY ACQUIREMENT." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.68.
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The method of a game as a tool in teaching Chemistry is described in the paper. The example is given based on a lesson fragment where the elements of a game are used by elementary school pupils who can acquire the skills of using solubility table by learning to compose the formulas of chemical substances. The method allows pupils to understand the structure of substances and secure their skills to use the solubility table practically. Therefore, it is easier to learn Chemistry in the future. Key words: chemistry, game as a tool, solubility table, formulas of chemical substances.
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Casanova Pastor, Gerard, Lucila Paola Maiorano Lauría, María Teresa Parra Santos, and José Miguel Molina Jordá. "CHESS GAME AS PEDAGOGICAL STRATEGY FOR TEACHING: CASE STUDY IN CHEMISTRY DEGREE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0775.
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