Uma proposta de sequência de jogos de química para estudantes com transtorno do espectro autista
Abstract
Games in chemistry teaching are important tools that can contribute to the teaching-learning
processes due to their ability to stimulate the development of cognitive and creative aspects and
also to enable the construction of knowledge in a more pleasurable way. The ludic can make
teaching more meaningful both for students who are the target of special education (such as
those with autism spectrum disorder, known by the acronym TEA), and for any other, helping
in the teaching-learning process. Games provide a more pleasant and interesting way of
learning, since playing is an essential activity for the development of the individual, as the lack
of motivation combined with the difficulty that some disciplines bring, end up labeling the
subject as chemistry and that is the main cause of students' disinterest. Thus, this exploratory
research lists important points for the development of games in chemistry teaching for students
with ASD. Based on information constituted by a bibliographical survey and systematized by
Content Analysis techniques, this work observed two points: the need to discuss the role of
games as a teaching and learning methodology and the lack of games in teaching chemistry for
education. especially in observation for autism. Based on the constituted information, the result
was the development of a sequence of five games for the 1st year of high school entitled: "
Bingo of Periodic Table (bingo game), "Find the Electronic Distribution" (memory game),
“Ionic-Covalent Chemical Bonds” (board game) and, finally, “Pig of Acids and Bases” (card
game). The games were submitted for evaluation by specialists in the area of exact sciences and
special education. With the analysis, it was possible to notice that in all the games there were
doubts about its application for the target audience, which are the autistic people, showing that
it may be necessary for the games to be performed in pairs and that they have the mediation of
the teacher. Its development demands a more in-depth study, as the autistic public needs specific
tools, not to mention that each degree of the spectrum has a different conception. The
development of games for this audience, however challenging it may be, is necessary. From
this, a deeper study of the degrees of autism is necessary, culminating, thus, in the creation of
specific criteria for each degree in the elaboration of the games.
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