MOL: Developing a European-Style Board Game To Teach Organic Chemistry (2018)
- Authors:
- USP affiliated authors: TRIBONI, EDUARDO REZENDE - EEL ; MARTINS, GABRIELLE WEBER - EEL
- Unidade: EEL
- DOI: 10.1021/acs.jchemed.7b00408
- Subjects: QUÍMICA ORGÂNICA; CINÉTICA
- Keywords: Organic Chemistry; Humor/Puzzles/Games; Second-Year Undergraduate; High School/Introductory Chemistry; Kinetics; Laboratory Equipment/Apparatus; Student-Centered Learning
- Agências de fomento:
- Language: Inglês
- Abstract: Recently there has been a renewed interest in the development and use of pedagogical games, as they provide an interesting approach to the appropriation of knowledge in the context of active learning. However, most didactic games fail to completely implement a cycle of reflection and action, thereby fostering mostly lower-order thinking skills and memorization as opposed to critical thinking and problem solving skills. This limitation can be traced back to the ineffective carrot and stick approach to game design that is widely applied in the context of pedagogical games. In this article, we discuss the development of a pedagogical game in which the game elements were carefully chosen to seamlessly merge with the desired chemistry content and therefore create an engaging and fun learning experience. In particular, in order to allow complex concepts to naturally emerge from a simple set of rules, we followed the so-called European approach to game design. The resulting game, MOL (Mastering the Organic chemistry Laboratory), was tested with 77 students of ages between 19 and 21 enrolled in organic chemistry courses for chemical engineering majors and 26 students of ages between 17 and 18 enrolled in a 12th grade chemistry class. The results of these classroom implementations indicate that MOL clarifies several key concepts regarding organic reactions, particularly kinetic and thermodynamic aspects. Furthermore, they suggest that MOL can be effectively used to demonstrate how the aforementioned concepts interrelate in a real laboratory situation, therefore stimulating a sense of critical thinking.
- Imprenta:
- Publisher: ACS Publications
- Date published: 2018
- Source:
- Título: Journal of Chemical Education
- ISSN: 0021-9584
- Volume/Número/Paginação/Ano: v. 95, n. 5, p. 791-803, 2018
- Este periódico é de assinatura
- Este artigo NÃO é de acesso aberto
- Cor do Acesso Aberto: closed
-
ABNT
TRIBONI, Eduardo Rezende e MARTINS, Gabrielle Weber. MOL: Developing a European-Style Board Game To Teach Organic Chemistry. Journal of Chemical Education, v. 95, n. 5, p. 791-803, 2018Tradução . . Disponível em: https://doi.org/10.1021/acs.jchemed.7b00408. Acesso em: 30 dez. 2025. -
APA
Triboni, E. R., & Martins, G. W. (2018). MOL: Developing a European-Style Board Game To Teach Organic Chemistry. Journal of Chemical Education, 95( 5), 791-803. doi:10.1021/acs.jchemed.7b00408 -
NLM
Triboni ER, Martins GW. MOL: Developing a European-Style Board Game To Teach Organic Chemistry [Internet]. Journal of Chemical Education. 2018 ; 95( 5): 791-803.[citado 2025 dez. 30 ] Available from: https://doi.org/10.1021/acs.jchemed.7b00408 -
Vancouver
Triboni ER, Martins GW. MOL: Developing a European-Style Board Game To Teach Organic Chemistry [Internet]. Journal of Chemical Education. 2018 ; 95( 5): 791-803.[citado 2025 dez. 30 ] Available from: https://doi.org/10.1021/acs.jchemed.7b00408 - O modelo de landau-lifshitz e a integrabilidade em teoria de cordas
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Informações sobre o DOI: 10.1021/acs.jchemed.7b00408 (Fonte: oaDOI API)
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