Avaliação de um jogo didático na promoção da alfabetização científica e educação ambiental

Abstract

The work discusses the importance of Environmental Education (EA) and Scientific Literacy (CA) in the context of the Research Project, Scientific Literacy in the Teaching of Green Chemistry and Sustainable Chemistry in light of the Science, Technology and Society framework. Among the alternatives in chemical education, it proposes a playful pedagogical approach to promote a deeper and more reflective understanding of the interactions between Science, Technology, Society and Environment (CTSA). When discussing the contributions of games to the development of AC and EA, the work articulates several integrative knowledge that are part of the objectives of the 2030 Agenda as they explore the three dimensions of Sustainable Development: economic, social and environmental. This enabled students to acquire scientific knowledge and critical analysis skills and active participation in the search for sustainable solutions. In this way, it innovates, reinforces and prepares students to face contemporary environmental challenges and to promote a culture of sustainability in society. The objective of this research was to analyze the contributions of the game to the development of AC, and the promotion of EA. The work uses as a theoretical basis some references on CA, the history of EA and studies on didactic games. The methodology adopted in the research is qualitative, focusing on education. It started with the implementation of a Fossil Fuels mini-course and used the game as a complement. The participants were ten students from the Bachelor's and Teacher Training Course degree in Chemistry and Degree in Biology at the Federal University of Mato Grosso (UFMT) - Cuiabá campus. The data were extracted from the aforementioned Research Project and the analysis was based on the classification and categorization of didactic games according to Cunha (2012), Soares (2016, 2019) and Francisco e Silva (2012); the classification of the reference AC level by Cachapuz et al. (2005) and Milaré et al. (2009), who recommend, like Santos (2007) and Santos and Mortimer (2000), the use of themes and problems of social relevance. To analyze the EAC perspective on the game, the studies by Dias Cassiano and Echeverría (2014) were used as a reference. Considering these aspects, the evidence shows that the didactic game in the context of a short course on Fossil Fuels enabled a more dynamic and interactive approach to teaching environmental issues. The playful elements of the game stimulated students' interest and significant learning of the content, allowing them to acquire scientific knowledge and critically reflect on the interactions between CTSA. Furthermore, the mini-course provided discussions and reflections on relevant subjects, such as the transition to cleaner energy sources and the principles of Green Chemistry. The proposed activities contributed to learning theoretical concepts, but also applying them in practical situations and understanding their relevance in the current context. In this way, this research contributed to the improvement of scientific education through didactic games as a complement to the mini-course with the development of CA and EA, enabling participants to better understand environmental challenges and to actively participate in the search for sustainable solutions. This innovative approach from this perspective is a valuable tool to promote a more engaging and efficient education if contextualized, preparing students to face the challenges of the 21st century and contribute to meeting the goals and actions of the seventeen Sustainable Development Goals proposed by the Organization of Nations United Nations (UN) in the 2030 Agenda.