O enfoque CTS em jogos digitais desenvolvidos para o ensino de química sobre uma perspectiva sociocultural

Abstract

Based on the hypothesis that STS (Science, Technology and Society) issues related to digital games can contribute with pedagogical reflections for a citizen formation. And, also, given the ease of access to new game development technologies, this research sought to analyze works on the use of digital games as mediational tools for teaching Chemistry from a sociocultural perspective. In this context, the main objective of the research was to characterize the STS approach in Digital Games developed for the teaching of Chemistry, looking for relationships that can balance game design and instructional design that contribute to new developments. This work is characterized as qualitative, exploratory and bibliographical in nature, based on the Systematic Literature Review together with the Thematic Analysis, whose protocol sought to answer the research questions through the analysis of primary sources selected in Google Databases Scholar, SciELO, Web of Science and Scopus, published from 2015 to 2020. 296 primary studies were returned from the searches, with application of the inclusion and exclusion criteria, 21 studies formed the research corpus. The results point to research gaps in the theme of STS relationships with digital games for teaching chemistry. Digital games present themselves as motivators and increase players' interest in learning. Chemistry contents in a STS approach become more significant and demand from students critical posture and decision-making in game-problem situations analogous to the real world.