Didactic proposal for teaching the periodic table for 9th year elementary school students

Abstract

Pedagogical games in chemistry education can help and facilitate learning, as they enable various ways of working in the classroom. Because they are a collective activity, they encourage interaction between students, which allows for moments of discussion and resolving doubts. A game entitled "Getting the chemical element right" was therefore developed, aimed at teaching the periodic table, with the aim of making the study of this content more attractive and useful for both the teacher and the elementary school student. The Design Thinking methodology was used to build the game and, after its development, it was applied to 17 students in the 9th year of primary school at a municipal school in Linhares-ES. The practice was carried out in four stages: 1st - a theoretical lesson (given in previous lessons by the teacher without the researcher being present); 2nd - a discussion with the students about the importance and usefulness of chemical elements in everyday life; 3rd - an explanation of the rules and division of the groups; 4th - application and evaluation of the game. The results showed that the game "Getting the element right" is an ally in the process of teaching the Periodic Table and provides meaningful learning, creating an atmosphere of relaxation and interaction between the students, making it a possible motivator for teaching chemistry.