Chemistry nobel

The use of games in education has contributed to the teaching and learning process. Among the various types of games, memory game can be considered as one of the best known among players. In this sense, this paper aims at presenting the process of elaborating a digital game, a memory game, for the Chemistry teaching that addresses the Nobel laureates in Chemistry. For the preparation of the Game, we chose MIT App Inventor as a free platform for developing games and applications of the low degree of complexity. The results show, in addition to the technical aspects and other properties of the game, that the elaboration of the Memoráveis Nobéis da Química game based on predefined criteria allows players to meet some Nobel Prize winners in Chemistry and their contributions to Science.

Digital  games  are  increasingly  present  in  the  daily  lives  of  people  who  have  on  their  mobile  devices (smartphones, tablets, etc.) resources for their use. Combining digital games with the teaching  and  learning  process  can  be  an  interesting  alternative  to  overcome  the  difficulties  inherent in this process. In this sense, this research analyzes the perceptions of 270 volunteer players about the game Memoráveis Nobéis da Química from an evaluative questionnaire based on the GameFlow method. The results show a favorable attitude of the participants about the game,  which  presented  good  indexes  in  the  evaluation  based  on  the  GameFlow  method,  in  which of the nine elements, eight (concentration, challenge, player skills, objectives, feedback, game design, pedagogical aspects of the game and conceptual approach) were observed with a high degree of agreement. Finally, the participants demonstrate that the game Memoráveis Nobéis da Química can be used as a digital educational game for the teaching and learning process of Chemistry.

Compared to their male counterparts, disproportionately fewer female students go on to take advanced or elective science at the secondary school level.  Consequently, disproportionately fewer women pursue university degrees or careers in mathematics, science and engineering.  Although more female students are taking elective secondary school math and science courses, these disproportions remain significant.  Based on a comprehensive survey of research and field reports, this paper outlines and evaluates the theory and methodology behind attempts -- particularly those emphasizing reading and writing skills -- to meet the specific needs of female students and asserts that addressing gender inequity is a “win-win” for teachers who desire to enhance education for all students.