Utilização de elementos de gamificação e instrução por colegas para um maior engajamento dos alunos do ensino médio

Abstract

In this work we developed and applied a didactic sequence for teaching magnetism that uses elements of gamification and the Peer Instruction methodology. We based this work on the Vygotsky's sociocultural theory. In this context, language and classroom experiences will be transformed into a game language, where the students come together in groups (called Guilds) to interact effectively in the activities proposed during the lessons. The tasks performed are be considered as missions to be ful in order to advance in the game. Within this didactic sequence, we propose activities such as: task to be performed at home, before classes, classes with the methodology of Peer Instruction involving conceptual issues and experimental activities. This product was applied with students of the third years of High School in the city of Cataguases - MG. Through the application, analysis and perception during the use of the didactic sequence, there was evidence of a greater engagement by students as well as a gradual evolution in learning. A description of this activities is at the end of this dissertation, which can be faithfully reproduced or modified by teachers who are willing to use new methodologies to teach Physics.