<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302019000200390</article-id>
<article-id pub-id-type="doi">10.14393/er-v26n2a2019-5</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Utilizando games para ensinar Ciências: percepções de estudantes do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Using games to learn science: student perceptions of Elementary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shaw]]></surname>
<given-names><![CDATA[Gisele Soares Lemos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Marcelo Silva de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[João Batista Teixeira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Vale do São Francisco  ]]></institution>
<addr-line><![CDATA[Senhor do Bonfim Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Vale do São Francisco  ]]></institution>
<addr-line><![CDATA[Petrolina Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>390</fpage>
<lpage>414</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302019000200390&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302019000200390&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302019000200390&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Dentre as diversas TIC empregadas atualmente, o uso de games tem sido uma possibilidade interessante, pois pode dar novos sentidos ao uso do computador e gerar aprendizagem. Este artigo é fruto de uma pesquisa qualitativa e envolve a investigação das potencialidades da utilização de três games no processo de ensino-aprendizagem do conteúdo sistemas do corpo humano, nas percepções de uma professora e estudantes de sétima série do Ensino Fundamental. Os dados foram coletados por meio de observação, questionários, entrevistas individuais e entrevistas em grupo focal. Para os estudantes, o uso de games no ensino de ciências auxilia na motivação, facilita a compreensão dos conteúdos, além de ser algo divertido, dinâmico e que reduz a indisciplina em classe. Considera-se as contribuições positivas desses games à aprendizagem de ciências, mas aponta-se efeitos negativos, tais como ansiedade e nervosismo nos jogadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Among the various ICTs currently used, the use of games has been an interesting possibility, since it can give new meanings to the use of the computer and generate learning. This article is the result of a qualitative research and involves the investigation of the potentialities of the use of three games in the teaching-learning process of the content systems of the human body, in the perceptions of a teacher and seventh grade elementary students. We collected data through observation, questionnaires, individual interviews and focus group interviews. For students, the use of games in science education helps motivation, eases understanding of the contents, and is fun, dynamic and reduces class indiscipline. It is important to consider the positive contributions of these games to learning science, but also to investigate possible adverse effects, such as anxiety and nervousness in the players.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Games]]></kwd>
<kwd lng="pt"><![CDATA[Motivação]]></kwd>
<kwd lng="en"><![CDATA[Games]]></kwd>
<kwd lng="en"><![CDATA[Learning in sciences]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
</kwd-group>
</article-meta>
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