EXPLORING CHEMISTRY WITH EDUCATIONAL GAMES IN THE 3RD YEAR OF HIGH SCHOOL: A PRACTICAL APPROACH TO TEACHING ORGANIC FUNCTIONS

Abstract

Chemistry is perceived as challenging due to its abstract nature, and the use of games is suggested as an engaging strategy to overcome this difficulty. Games not only stimulate learning but also foster interaction, motivation, and creativity, making teaching more dynamic. In this context, the study aimed to create and implement educational games for Organic Chemistry instruction, seeking to complement the teacher's role in the classroom, providing support in content delivery, and offering students a playful and collective experience to comprehend these topics. To design this study, initial observations were conducted in Chemistry classes across four groups over a four-month period, aiming to identify areas where students faced greater challenges. Based on these observations, two educational games, "Organic Luck" and "Organic Bingo," were developed to address and overcome the identified difficulties. Data analysis followed a qualitative approach, grounded in the description, observation, and interpretation of the studied phenomenon, contributing to understanding and enhancing student learning. The games provided an engaging approach, stimulating active participation and content review, transforming the classroom dynamic into an interactive and participative learning environment. The application of the games underscored the need for diversified strategies in the teaching process, encouraging both students and teachers to explore more engaging methods. Despite initial challenges, the games resulted in a positive educational experience, highlighting the importance of diversified approaches in teaching. This study reinforces the idea that learning is a collaborative and constructive process, where both teachers and students play an active role in knowledge construction.