Construction of pedagogical games on organic functions applying the STEAM approach

Abstract

Chemistry teaching, often considered abstract and difficult, can become more engaging with the use of active methodologies and educational games. This study analyzed how developing games based on the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach can promote the learning of organic functions among third-grade high school students. The qualitative research, conducted at a state school in Linhares, Espírito Santo, with 26 students, involved joint planning with the teacher and collaborative group work. The students created four games—Organic Functions Roulette, Mastering Chemistry, Chemical League, and Organic Functions Path—applying principles of creativity, problem-solving, and cooperation. The analysis, supported by participant observation and methodological triangulation, demonstrated that the STEAM approach stimulated critical thinking, curiosity, and protagonism among students, making chemistry teaching more dynamic and meaningful. In conclusion, the integration of educational games and the STEAM approach proves effective in making chemistry teaching more engaging, contextualized, and focused on student empowerment