Produção de significados utilizando o jogo planeta química com base na teoria da ação mediada

Abstract

Modern life relies heavily on the knowledge of science and chemistry in particular, and is of paramount importance for the full exercise of citizenship. For this, it is necessary education that aims at citizen education and praises for the promotion of scientific contents related to the problems that involve the daily life of students, in order to make them critical, reflective and participating in society. With this in mind, we proposed the game "Chemical Planet: an adventure in everyday life" as a sociocultural tool for the study of the production of meanings about concepts of inorganic functions, in the processes of domination and appropriation in students of the second year of high school. The game is based on the CTSA (Science, Technology, Society and Environment) perspective, inserting students in everyday situations with the purpose of using the acquired chemical knowledge to solve the challenges, relating scientific knowledge to their daily life. We use as theoretical support the James Wertsch Theory of Mediated Action, which is based on the studies of Vygotsky for the production of meanings, in Bakhtin in the discursive genres and in Burke in the analysis of the dimensions of human action. The didactic sequence was constructed based on the topological model of teaching, proposed by Marcelo Giordan and applied with 6 students in the computer and chemistry laboratory, in 7 moments and making use of the following sociocultural tools: Game "Chemical Planet", experiments and list of problematizing exercise. During the application of the game, the students were in pairs and were accompanied by the webcam connected to the computer, voice recorder and by the camera tripod fixed to the corner of the room. Student images and voices were captured in Vokoscreen® software, resulting in videos that were edited in Wondershare Video Editor® and categorized by the MaxQDA® program. From the data obtained and analyzed, we can infer that the didactic sequence contributed to the construction of meanings of the students. During the proposed discussions, peer interaction was observed through dialogues, as well as help in understanding the content and incentive to overcome the challenges presented in the game. The students presented mastery at the levels of appropriation of the chemical concepts, evidencing the internalization of the content. Finally, we point to the game as a potential tool for student learning, for its significant contribution to the teaching of chemistry in the sociocultural approach.