Scratch: da lógica de programação à química dos hidrocarbonetos

Abstract

Considering the difficulties faced by high school students in learning in chemistry, as well as the information society in which they are inserted, this research aims to analyze the contributions of the construction of digital games, developed with the software Scratch, for the process of teaching and learning about hydrocarbons, content present in the high school chemistry curriculum. For this, a theoretical support was sought from authors who discuss the relationship between Digital Technologies and education, among them: Papert (2008), Paul Gee (2009), Prensky (2001, 2012), Alves (2007), who based the analyzes of this study with the subjects of the research: young students of a class of the second year of high school of a school of the state network located in the city of São Bento, Paraíba. The methodology used was based on a qualitative research, of the case study type, where systematic observations were made and semi-structured questionnaires were applied. The results confirm that Scratch is a potential medium and capable of generating motivation for the pursuit of chemical knowledge, since it enabled the students to construct their own conceptions about hydrocarbons. In addition, using Scratch in chemistry classes provided a learning situation that went beyond purely content teaching but explored the skills and abilities required for 21st century youth. The games developed with the Scratch programming codes involved the students in situations of choices, decisions, reformulations, collaboration, interaction and autonomy that articulated programming language with chemical knowledge.