%0 Journal Article
%T Perfil Qu¨ªmico: debatendo ludicamente o conhecimento cient¨ªfico em n¨ªvel superior de ensino 1 , 2 , 2 , 2
%A Eduardo Luiz Dias Cavalcanti
%A Thiago M. G. Cardoso
%A Nyuara Ara¨²jo da Silva Mesquita
%A M¨¢rlon Herbert Flora Barbosa Soares
%J Revista electr£¿3nica de investigaci£¿3n en educaci£¿3n en ciencias
%D 2012
%I Universidad Nacional del Centro de la Provincia de Buenos Aires
%X In this article we explore the use of games in teaching science, more specifically the ¡°chemical profile game¡± as a tool for discussion, information and assessment of chemical knowledge. The ¡°chemical profile game¡± was developed by the authors in accordance with the rules of GROW's  , containing a tray, about 100 cards, 10 red chips, 6 blue chips and 6 pedestrians. Players must hit the profile with a maximum of ten tracks according to the number of their choosing. When starting the game the students try to guess the profiles may be Chemical Elements, Scientist, Chemical Laboratory or discussing concepts, applications, history of scientists and knowing glassware and instruments found in a science lab. The students discuss during the game and the teacher notes the errors/failures conceptual evaluating students in a playful and without notice that they are being evaluated with this, the teacher can reflect on what content their students feel more difficult or easy can make the discipline more attractive and productive for students.
%K games and plays
%K games in chemistry teaching
%K evaluation in chemistry
%U https://7bd81d52-a-62cb3a1a-s-sites.googlegroups.com/site/reiecniecyt/home/anio7vol1art6.pdf?attachauth=ANoY7coodp1YSo1eO0AsLY7k6IuLkIAj2sAYDJiWfS5tqvSe7gsrDe6bW-Wq0P30qp9RRSf7irKGip5yWPKebTKpl7XmJ15v64nhXN6-RXCbZIF4zRzYZyvaZacqgjgYVWoVke7ySh95CD05UBo0nl0FtTkBtOWlRPV9HDJYc7E5wc4_NFbqcxBY_z3nBlwD1AzG-4j3pZoG-130-rJCKfrEdgkerheMchT7qk2ZUElWMgQ_Xt9kQfM%3D&attredirects=0