PLAYING TO LEARN: TEACHING STRATEGIES AND RESOURCES USED IN CHEMISTRY CLASSES

Abstract

Learning chemistry is not limited to laboratory work; therefore, exploring new pedagogical procedures that keep students focused in dynamic, motivating, and educational environments is essential. In this regard, a systematic review was carried out following the four phases of the PRISMA method (planning, search, selection, and reporting) to identify, in the last seven years, which strategies and didactic resources focused on games have been used by chemistry teachers in the classroom. Twenty sources from Scopus, Dialnet, and Google Scholar were analysed. In the documents related to the review, it was possible to identify five didactic strategies, among which game-based learning, problem-based learning, cooperative or team learning, learning based on instructional or sequential design, and guided learning in experimental training stand out, managed in a great variety of board games, as semblable games, manipulative and experimental type games; to get the high school and professional students to build knowledge while playing, learning, and having fun. These findings allow researchers and educational institutions to analyse the importance and benefits of non-digital games in the teaching-learning of chemistry.