RPG no Ensino de Física: um estudo exploratório sobre a sua utilização no ensino médio.

Abstract

In Brazilian schools, the teaching of Physics is introduced in the 9th year of Elementary School. In PCNs it is from the initial grades (Physics, Chemistry, Biology, Astronomy, Geology). It is a discipline that most students generally experience more difficulty than attraction. One of the factors that negatively influence the teaching and learning process of the contents of the discipline of Physics, according to teachers and students, is the methodology, which uses a difficult Math language. One way to alleviate these problems would be the use of recreational activities, more specifically the RPG (from the English role playing game, or role-playing game), in the teaching and learning process of Physics, also making use of remote learning technology. This teaching and learning strategy allows students and teachers to explore new ways of approaching educational content in the form of games and typically creative activities, also combining the use of mobile devices, which is constantly present in everyone's life. The general objective of this work was to carry out an exploratory study on the inclusion of playful role-playing games in Physics education, through the mobile learning strategy, with the development of an application for mobile devices, in order to investigate student learning with employment technologies through roleplaying games. For this, an application for mobile devices aimed at the discipline of Physics was developed, using playful games, more specifically the RPG. The first moment executed was the creation of the Physics application for mobile devices, with the creation of an RPG game. In the second moment, the electronic address of the created application was given to the students, so that they could download it and use it. In a third moment, a semi-open questionnaire was constructed and applied to the students, with questions related to them, the discipline of Physics, the methodology used by teachers in the classroom, use of ICT in education and on the use of the game application for smartphones. to the discipline of Physics. Finally, the questionnaire data were tabulated, and later analyzed, so that differences in teaching could be visualized, with and without the use of technology. After it was possible to complete the objectives proposed during the project, they were achieved through the experience lived with the use of playful RPG games, acquired learning and socialization between student and teacher provided by technology. This work leaves as a contribution an example that unconventional forms of teaching and learning, where the student is the agent of their learning, rather than being a mere spectator, can and should be further explored by other educators.