Use of experimental class and play activity in chemistry teaching: An experience in elementary education

The process of teaching and learning that occurs in schools is through traditional methods, where the organization of the room and the silence of the students show that they are absorbing content. Researchers report in the literature (LIMA, 2006; MORAN, 2015) that this type of teaching is insignificant when compared to the results obtained from innovative methodologies. The objective was to analyze the potential of different methodological approaches in chemistry teaching. The research was carried out in a primary school class of a public school, where experimental classes were given that addressed the topic about acids and bases in everyday life, and at another time, a playful game similar to "battle naval. From the collected data, it is possible to affirm that the students had the opportunity for the first time to experience educational methodologies different from the traditional ones. According to Assis (2011), the experimental classes serve as a strategy that helps the teacher to retake the content taught and the approach to play activity, according to Silva et al (2007), children are independent to determine their attitudes and that nature play effectively in the teaching and learning process. Therefore, the use of the experimental class in the science laboratory and the realization of a playful activity in the classroom, give the students a dynamic experience, which allowed them to stimulate creativity and effective participation in the classroom.