Student perception about teaching-learning thermochemical concepts with ludic practices

Abstract

This research analyzes the effectiveness of playful actions as a pedagogical strategy in the learning of thermochemical concepts covered in the Chemistry component, under the student's perception, in second year classes at the State Schools of Guanambi-BA. Under this focus, the methods of qualitative and quantitative approach were used, subsidized by the closed structured questionnaire instrument, whose approaches contemplated a sample of 72 students in which corresponds to 20% of the 361 students from these Colleges. The results point to the need for a playful presence in understanding the thermochemical concepts addressed in Chemistry, whose strategies strengthen cognitive skills, in addition to giving new meaning to teaching methods. However, it is necessary to have the character of the traditional class given its functionality, it requires updating to the new technological society, since, the motivations and playful strategies improve meanings and the student's interest for a consequent learning.