Resumo:
The Periodic Table is an extremely important resource for Physics, Biology and mainly
Chemistry classes, however, the origin of chemical elements is not always addressed in
classes. In this context, working with Astronomy in an interdisciplinary way can provide
students with a more comprehensive and meaningful understanding of the Periodic Table.
Allying to this context the use of digital technologies and classes with active methodologies
has been a good way to encourage students to seek knowledge. Therefore, the use of
educational digital games has gained space in classes. This work presents and analyzes
the application of a digital game called “The periodic table according to cosmochemistry”
(TPSC), which was developed to teach the origin of chemical elements. This research
aimed to evaluate the quality of the TPSC game based on the opinion of the players and,
therefore, the game was applied to Elementary, High and Higher Education classes with
the intention of obtaining a wide range of opinions. Data collection took place through
questionnaires with essay and multiple-choice questions. The questionnaires were made
available by Google Forms and in printed form. Data analysis was performed qualitatively
and quantitatively. The results obtained provided subsidies to indicate the game as a
didactic resource capable of providing students with motivation, learning and a good
experience when playing. This work presents the strengths and weaknesses of the game
and proposes future improvements.
