<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000300109</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n3a10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gamificação no ensino de Química: uma proposta de sequência didática para a Eletroquímica no Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in Chemistry teaching: a proposed didactic sequence for Electrochemistry in High School]]></article-title>
<article-title xml:lang="es"><![CDATA[Gamificación en la enseñanza de la Química: una propuesta de secuencia didáctica para Electroquímica en Educación Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viana]]></surname>
<given-names><![CDATA[Maysa Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Everton Vieira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Jefferson Antônio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000300109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000300109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000300109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo teve como objetivo propor uma sequência didática utilizando como recurso a gamificação e seus diversos elementos, através de aulas diversificadas, correlacionando a outros recursos didáticos. A proposta foi organizada em quadros e as aulas foram divididas em quatro etapas, destacando o tema, os objetivos, conteúdo programático, recursos didáticos utilizados, as etapas de aprendizagem, duração, principais elementos de jogos, avaliação, expectativas de aprendizagem e referências. No mais, foi introduzida uma campanha de sustentabilidade para que possa ser desenvolvida pelos alunos na comunidade, utilizando como estratégia o marketing digital. Destaca-se que a gamificação aliada aos recursos didáticos como ludicidade, experimentação, tecnologias digitais e contextualização constitui-se como um método diferenciado para as práticas educativas, possibilitando aumentar o engajamento nas aulas e instigar o protagonismo dos discentes. Logo, este estudo apresentou formas de utilização de aulas diversificadas para a temática de Eletroquímica, de modo a tornar o ensino de Química dinâmico e funcional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to propose a teaching sequence using gamification and its various elements as a resource, through diverse classes and correlating it with other teaching resources. The proposal was organized into tables and the classes were divided into four stages, pointing out the theme, objectives, programmatic content, teaching resources used, learning stages, duration, main game elements, assessment, learning expectations and references. Furthermore, a sustainability campaign was introduced so that it can be developed by students in the community, using digital marketing as a strategy. It should be noted that gamification combined with teaching resources such as playfulness, experimentation, digital technologies and contextualization constitutes a differentiated method for educational practices, making it possible to increase engagement in classes and encourage students to take a leading role. Therefore, this study presented ways of using diverse classes for the theme of Electrochemistry, in order to make Chemistry teaching dynamic and functional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo proponer una secuencia didáctica utilizando como recurso la gamificación y sus diversos elementos, a través de clases diversas, correlacionándose con otros recursos didácticos. La propuesta se organizó en tablas y las clases se dividieron en cuatro etapas, destacando la temática, objetivos, contenidos programáticos, recursos didácticos utilizados, etapas de aprendizaje, duración, principales elementos del juego, evaluación, expectativas de aprendizaje y referentes. Además, se introdujo una campaña de sustentabilidad para que sea desarrollada por estudiantes de la comunidad, utilizando como estrategia el marketing digital. Es de destacar que la gamificación combinada con recursos didácticos como la lúdica, la experimentación, las tecnologías digitales y la contextualización constituye un método diferenciado para las prácticas educativas, permitiendo aumentar la participación en las clases y fomentar el protagonismo de los estudiantes. Por lo tanto, este estudio presentó formas de utilizar diversas clases para el tema de Electroquímica, con el fin de hacer la enseñanza de la Química dinámica y funcional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Gamificado]]></kwd>
<kwd lng="pt"><![CDATA[Proposta Didática]]></kwd>
<kwd lng="pt"><![CDATA[Educação Química]]></kwd>
<kwd lng="en"><![CDATA[Gamified Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching Proposal]]></kwd>
<kwd lng="en"><![CDATA[Chemical Education]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Gamificada]]></kwd>
<kwd lng="es"><![CDATA[Propuesta Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Educación Química]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Gamification, Inc: como reinventar empresas a partir de jogos]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[MJV Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
