Jogo da memória como ferramenta para o ensino de funções orgânicas oxigenadas e nitrogenadas

Abstract

Teaching organic chemistry in high school requires teaching strategies (ANASTASIOU, 2015) that enable the appropriation of knowledge as well as human development. This monograph aims to investigate the thought operations developed through the memory game in the teaching of oxygenated and nitrogenous organic functions in high school at a State School in the city of Manaus-AM. The study is characterized through qualitative and descriptive approaches, using an observation diary carried out in a pedagogical intervention project as a scholarship holder in the Institutional Program for Teaching Initiation Scholarships (PIBID). To achieve the general objective, the didactic game in the teaching process of Chemistry and the identification of the thought operations developed in the memory game of oxygenated and nitrogenous organic functions were discussed. The fundamentals of the teaching strategy (ANASTASIOU, 2015) allowed the identification of thought operations developed in the memory game. The construction of the game, the elaboration of the rules and the participation in the game allowed the students to verify the following thought operations: comparison, summary, observation, classification, project planning and research. the memory game built by the teacher-student avoids the "game for the game" and focuses on the effectiveness of learning when considering the group, the steps, the linked thoughts and especially the feedback in the student's speech that demonstrates the effectiveness of the game.