![]() ![]() Finally, when dealing with basic knowledge about polymer content, 94% of students demonstrated assimilation of the subject. In the third question, about the origin of polymers, 78% of the students obtained exact answers. Regarding the question of what plastics would be, there was a 56% increase in the number of correct answers by students. After the application of the game “Polymerizing chemistry”, 94% of the students were able to identify what polymers would be. The application of the roulette game provided the students with a dynamic class, outside the traditional teaching pattern, which they were used to. The action research was developed in 5 phases: 1) survey questionnaire 2) expository-dialogued class 3) game construction 4) game application 5) reapplication of the survey questionnaire. ![]() The roulette game “Polymerando a chemistry” on the content of polymers was applied in 3rd grade classes at Escola Estadual Manoel André, municipality of Arapiraca - AL. The present work aimed to dynamically encourage the teaching-learning process of polymer content for high school. Playful activity Teaching-learning Chemistry. ![]()
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