Wordwall as a learning strategy for teaching Physics

Abstract

Science teaching, in general, has faced challenges in Brazil. Digital games can be an alternative to approach concepts in a playful and interactive way, which can provide more interest in the content. This article presents reports of the experience of using the Wordwall game in Physics teaching as an active learning method in three classes of the 2nd year of High School at the Centro de Ensino Professor José Ribamar Santos Silva, Maranhão. Initially, a bibliographic survey was carried out in national journals on how digital games can contribute to new learning experiences in the classroom. Subsequently, a qualitative-quantitative case study was carried out, in which users' perceptions were collected through questionnaires. It was found that the use of Wordwall is highly viable in the teaching-learning process, in which students feel motivated to learn through a more dynamic strategy, offering subsidies to alleviate learning barriers and provide scientific reflections.