Análise das interações dialógicas e habilidades cognitivas desenvolvidas durante a aplicação de um jogo didático no ensino de química

Abstract

It is possible to highlight the educational games among the methodologies that aims to stimulate the students participation, which make them actives in the construction of the knowledge. They are addressed in several researches as a tool that facilitates the discussion and the understanding of chemical concepts. In most studies involving educational games, the goals of construction knowledge and learning are not evaluated or are absent, which decrease it is value as a good alternative for teaching-learning process. For the present study, we aim to create, implement and evaluate an educational game, analyzing the dialogical interactions used by the teacher during their mediation and the cognitive skills showed by the students during the game application. Analyzes were performed on a class of a public high school at Lavras, MG. The classes were audio-recorded, transcribed and analyzed. The results shown demonstrations of high order cognitive skills by the students, but the majorities of the arguments were of low order. A justification for these results were found by analyzing the teacher's dialogic interactions, which delivered ready conclusions to the students, without enabling students to use the higher order cognitive skills.