Playful activities in chemistry teaching: teachers’ perspective on the subject

Abstract

The article presents research that sought knowledge, use and expectations of teachers in relation to playful activities (PAs), with emphasis on games. The information obtained can be used in the organization of didactic material, in continuing education activities, or in the development of games, focusing on stimulating the use of PAs in chemistry teaching. With a qualitative approach and descriptive objetive, it presents a case study involving the application of a questionnaire sent to sixteen professors, containing fifteen questions divided into two blocks, aiming: (i) to identify the academic and professional profile of the participants, and (ii) to carry out a mapping the knowledge, training, interest and experience in relation to the use of PAs. The analysis of the responses indicates that there is a demand arising from the participants' lack of knowledge about playful activities, and that games have the potential to be further explored by teachers in chemistry classes