Periodic domino game : a possibility for teaching and learning one of the periodic table

Studies and research show that chemistry Teaching is, in most cases, traditional, centered only on the memorization of names and formulas; with this, it distances itself from the reality of the student, becoming difficult and annoying. One of the chemistry contents that raise the most doubts in the students is the periodic table, most of them cannot assimilate the properties and the way the elements were organized. As an alternative to reduce these difficulties arise the games, didactic-pedagogical tools help the teacher in an attractive and dynamic way. In this sense, the present work should aim to verify the acceptance and the influence in the application of the game Domino Periodic in the classes on the periodic table. For that, field research was carried out with 19 students of the 9th grade of Elementary School II of the Centro Educacional Espaço Criativo School, in the municipality of Quiterianópolis-CE. The data were collected through an evaluative questionnaire, and the results graphically presented showing that the game aroused the interest of the students, since 64% of them attributed a maximum score and had an excellent influence, since 95% of the students stated that the game contributes significantly to a better understanding of the content addressed.


Introduction
Learning and understanding the contents and or concepts of chemistry were always considered difficult by students. Due to difficulties such as these, education in general gradually expanded over time. Several researchers have been looking for new teaching methodologies to make more accessible and more dynamic teaching of chemistry (Matias et al., 2017). In this sense, it is necessary to take a careful look at what concerns the approach to the contents treated by the discipline of chemistry, since most of them are taught traditionally.
However, when we consider the lack of didactic tools that aid learning, one of the reasons that sometimes discourage the teacher and, consequently, the student (Gonzaga et al., 2020).
Most of the content related to the periodic table is traditionally approached in the classroom, with the student being held hostage by memorization. The teaching becomes mechanized and does not allow the student to reflect, characterizing a challenge for the teacher, who needs to highlight, with a certain balance, the path used in the teaching-learning process so that knowledge is incorporated correctly by students (Soares, 2019).
Chemical elements and their characteristics, configurations and related properties are topics covered in the periodic table content. We know that teaching and learning in the classroom are processes that are organized according to the "time" factor. Therefore, teachers plan the contents considering the class time they have available, leaving students with the task of appropriating the concepts involved in this content. Generally, pedagogical needs are not taken into account for this appropriation to happen. However, often the methodology applied by the teacher makes it difficult for students to understand such concepts and does not guarantee meaningful learning of the content (Oliveira & Quadros, 2020).
According to the PCNs (1999), the teaching of chemistry "should enable students to understand both chemical processes themselves, as well as the construction of scientific knowledge in close relationship with technological applications and their environmental, social, political and economic implications." To achieve these goals, it is necessary for the educator to seek alternatives that provide real moments of learning, enabling the construction of meanings of abstract concepts. This can be done through differentiated strategies, among them, the games stand out. Research, Society and Development, v. 9, n. 10, e4189108617, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8617 5 Teaching practice should be guided to lead students to develop concepts that are the basis for their studies' continuity and build intellectual tools, which allow them to interpret situations in their reality. Therefore, it is necessary to invest in methodologies that provide education aimed at training that meets current social needs (Costa et al., 2017).
According to the National Curriculum Parameters -PCN (Brasil, 1988 p.47): Games are an interesting way of proposing problems, as they allow them to be presented in an attractive way and favor creativity in the elaboration of resolution strategies and search for solutions. They provide the simulation of situationsproblems that demand immediate and lively solutions, which stimulates the planning of actions.
One of the games that help in the Teaching of chemistry is the periodic dominoes.
Many of these works indicate the same as a good alternative for each content's end, where the teacher can obtain a better performance about the subject worked (Matias et al., 2017). It is believed that educational games, when properly designed and used in a pedagogically appropriate way, can be used as learning tools to improve the effectiveness of the learning process at all levels of education (Carvalho, 2018). This work aims to verify whether or not the use of the periodic domino game to teach the periodic table to assist in the construction of knowledge and stimulate learning.

Materials and Methods
This study verified the game periodic domino contribution in learning the content on the periodic table, with a methodology based on descriptive research, empirical basis and qualitative nature.
The research was carried out at the Centro Educacional Espaço Criativo private school, in Quiterianópolis-CE, with a single class of the 9th grade of Elementary School II.
The data were collected from September to November of the year 2018. For that, a study and application of an evaluative questionnaire (Table 1) were made, composed of six questions, where three are multiple-choice, and three are subjective about the game's application.
First, the Management Nucleus, Chemistry Teacher and Students of the said School were informed about this work's purpose and proposed activities. Initially, theoretical classes were held to present and explain the content on the periodic table, then the game was already produced, and the questionnaire was used.
After collecting the questionnaires, the data were cataloged and presented in the Research, Society and Development, v. 9, n. 10, e4189108617, 2020 (CC BY 4. Assessment questionnaire on the periodic table 01 What do you think about using games in the classroom? 02-When the teacher uses a game or a different activity in the Chemistry class, you think the class is: ( ) interesting ( ) good ( ) fair ( ) bad 03-When the teacher plans a game, you prefer it to be played at: ( ) team ( ) individual 04-Is the "Dominoes Periodic" game easy to understand? ( ) Yes ( ) No 05-Did the applied game contribute positively to the learning of the content covered, chemical elements? ( ) yes ( ) no ( ) in parts ( ) made no difference Justify 06-Assign one of these notes to the game of 2, 4, 6.8 and 10 Source: Author himself.

Results and Discussion
This Ported in the literature points to several types of research developed reporting the difficulties faced in chemistry Teaching. There is a need to deepen the knowledge on the exposed to better understand, through research, how the use of games can contribute to the improvement of this Teaching. (Cunha, 2004;Fialho, 2008;Cavalcanti, 2011;Cunha, 2012).
In this context, this research was also carried out with 19 students from a 9th-grade class to analyze the influence of the periodic domino game on understanding the content on the periodic table.
The results presented and discussed below were obtained through the responses to the applied questionnaire.
Regarding games in the classroom, the most diverse answers were given ( Table 2).
The analysis of the answers to question 1 showed that 58% of students consider the use of games in the classroom to be important, as they facilitate the understanding of the contents studied and that 31. 5% attribute the use of this resource as something fun and stimulating.
Research, Society and Development, v. 9, n. 10, e4189108617, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8617 Learning science scholars had emphasized that the development of these types of skills requires a different kind of teaching and learning such as the use of games and/or play, where the student is more active in the teaching process than that emphasized in previous ages education when learning was conceptualized as the acquisition of facts and teaching as the transmission of content in a traditional way (Linda et al., 2020).
The use of games and recreational activities for educational purposes had great importance throughout human history. This thought of education for fun was shared by many educators and many schools, which today still use, in the early school years, with the motto "learn while playing" (Cavalcanti, 2011).
The use of playfulness for teaching content in the classroom can be an instrument that attracts the attention of students, arousing interest in solving problems through the proposed activities (Filho et al., 2008).

STUDENTS PERCENTAGE
Important, because it facilitates learning when you have topics related to the subject that we will discuss.

58%
I think super important, because it stimulates the student.

1
It is of great importance, since it directly contributes to a better understanding of the contents covered in a practical and effective way.
3 Importantly, we practice what we know and can learn more.

2
Very good and productive, because besides the student is interested in the content, he likes to learn the subject (in the chemical case).

10. 5%
Fun because it makes the class more interactive and stimulating. 6 31. 5% Development, v. 9, n. 10, e4189108617, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8617 8 Games can be used as a didactic resource in several ways, depending, initially, on the game's characteristic and, later, on the didactic planning of the teacher. They can be used at different times, such as in the presentation of content, an illustration of aspects relevant to the content, such as reviewing or synthesizing important concepts and evaluating issues already developed (Cunha, 2004).
Playing in the classroom promotes rich situations of interaction and learning. It helps educators and students in the educational process, being, therefore, of great relevance, by promoting situations of education and socialization with others and with the environment.
According to Cunha (2012), the game provides an understanding of concepts and the student's development in the classroom. (2017), the game is a tool that makes students focus more on a certain point, the existence of rules, the controlled freedom of the game and the emotional factor of fun that is present in all playful activities allow the student to pay more attention to certain focus, Therefore, to take advantage of this moment provided by the game and convert it into a real acquisition of the psyche, making the student win, transforming his voluntary attention and concentration during the game, effectively appropriating the concepts worked on. When asked about games or a different chemistry class (Question 2), most students, 90% (Graph 1), classified the class as interesting.

For Messeder Neto & Moradillo
Graph 1. Opinion on the use of Games or Differentiated Activity in the chemistry class.
Source: Author himself. Research, Society and Development, v. 9, n. 10, e4189108617, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8617 9 Chemistry teaching is also based on traditional methodologies, emphasizing memorizing content, names and formulas, often meaningless and unused in the student's life, as Chassot (2004) recalls. According to Cunha (2012), the concept of more effective teaching must be associated with arousing the student's interest, and this often depends on the competence of the teacher; thus, the teacher is continuously challenged in his pedagogical practice. In this context, this author also highlights that students' interest has become the driving force in the learning process. In this case, the teacher must be the one who promotes stimulating situations for learning.
Didactic games in chemistry teaching are a pedagogical resource that stands out in classes, making it more attractive and dynamic in learning and making it a pleasant and useful discipline (Nascimento et al., 2015). The game, in this way, will be a facilitator for the understanding of specific content, resulting in the supply of playfulness that allows obtaining information (Zanon, 2008).
The use of these tools in classes improves student self-esteem, stimulates studentstudent and student-teacher relationships, and brings meaning to this and the satisfaction of learning a room content (Brougère, 1998).
Regarding team or individual play (Question 3), everyone chose to play in a group.
The use of games in teaching allows students to develop skills that improve group living, accept, and help others in their difficulties. In addition to the importance of being willing to face challenges (Menin, 2016).
The periodic domino game involves elements and symbols from the periodic table.
Likewise, a conventional domino consists of 28 pieces. Consequently, 28 elements of the periodic table, wherein one half is the symbol and in the other half the name of the element divided by colors that indicate which group it belongs to (Fialho, 2008).
It was designed to better understand the "Periodic Table" content, where he will be able to study, question, think and build his knowledge while playing. According to Godoi (2010), the periodic table study is always a challenge, since students have difficulties in assimilating the properties and the way the elements were organized.
As rules for the game, Fialho (2008) proposes the participation of four participants; that the written part of the pieces is face down and well mixed where each participant takes seven pieces, not allowing the other participants to see them; the beginning of the game is the responsibility of the student who has the symbol Hydrogen (H) on his pieces; after the start of the game, each student will place a piece that fits on one end of the game formation; if the student does not have a bit that works, he loses his turn; the participant who unloads all the Research, Society and Development, v. 9, n. 10, e4189108617, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8617 10 pieces wins the game, and in case everyone happens to pass, the participant who has the smallest sum of the atomic numbers of the elements in his hands wins. According to Romano et al. (2017), the student needs to have a table for possible doubts, focus on the element's location in the periodic table and the main characteristics of the elements.  Source: Author himself. Research, Society and Development, v. 9, n. 10, e4189108617, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8617 11 When answering question 4. 100% of students found the periodic domino game easy to understand and 95% of them concluded that the applied game contributes positively to learning the content of the periodic table (Question 5) while only 5% of these considered that it only contributed in parts as we can see in Graph 2.
Graph 2. Opinion on the influence of the game in learning the content. considered it to be easy to understand the game. The involvement of students in the development of the game was noticeable; 64% of them gave it a maximum score, showing that the proposed game arouses interest and represents a dynamic way of understanding the content.
During the application, it is still possible to observe some difficulties on the part of the students regarding the identification of the elements, as they frequently consulted the periodic table. However, it was considered a positive point, since the difficulties presented stimulated the use of the table, providing them with more familiarity in knowing how to handle it. It was also noticed that the game had a positive influence on the content approach, given that 95% of the students stated that it contributed to better assimilation of the names and symbols of the elements worked on. And that the class caught the attention of the students since 90% rated the class as attractive. Thus, it is believed that the game enabled the active participation of students in the construction of knowledge, as it related theory and practice playfully and interactively.
Given the above, it can be concluded that the application of the periodic domino game was satisfactory since it is an easy-to-use play tool that motivates, integrates and helps in the development of students.