A superação do flogístico: uma aventura de RPG

Abstract

This study aims to analyze the use of a didactic game, the Role Playing Game (RPG), the teaching of the history of chemistry, Kuhn and philosophical perspective of science in the eighteenth century, in an attempt to improve the teaching-learning students, and parallel interaction promotes student-student and teacher-student classrooms Chemistry. Educational games are used as motivators and facilitators of the teaching and learning of scientific concepts. We emphasize that the purpose of this feature is not restricted to the memorization of the subject by the student, but search lead him to thinking, reflection and hence (re) construction of knowledge. The RPG adventure is experienced in live action form, titled "Overcoming the Phlogiston Theory: the caloric disguised" and is based on two philosophies that guide the construction of eighteenth-century science, empiricism and rationalism, and that epistemological century, with a priori reasoning (deduction) or rational and posteriori (induction) or experimental, and the twentieth century, in a Kuhnian view of science, conceiving that moment as a milestone in the history of chemistry of the eighteenth century and, therefore, there was a chemical revolution with its large representative Antonie Laivoisier, discoverer of oxygen, according to this epistemological perspective, the fact that still today is debated who was its discoverer, if Scheele, Priestley and Lavoisier, due to the crisis caused the current paradigm, the phlogiston theory. For the application of the game was chosen a class of sixth period of Degree in Chemistry, Federal Rural University of Pernambuco, which were divided into two groups, a defender of the phlogiston and other caloric, used the game and answered questionnaires probing. The results showed that the game contributed to a better understanding by the students of the historical significant that permeated the discovery of oxygen for chemical science, exploring students' conceptions in this context, and some students have achieved the learning objectives expected.