Year: 2025
Type: article
Abstract: There is much discussion about the use of digital technologies in education, given that these tools are present in contemporary society. Teaching practices that utilize these resources are regularly investigated, considering approaches that address the needs of each target audience and the most appropriate technological devices for each situation. In this context, this study aims to investigate how digital games are being used in Natural Sciences classes in brazilian elementary schools, reflecting on the potential and limitations of their use to promote the adoption of unconventional educational practices that break away from the traditionalism that has persisted since the 19th century, fostering a teaching model considered outdated. Five databases were consulted (Google Scholar, Capes Journals, Scielo, Scopus, and Web of Science), and points of convergence among the studies were discussed. The analysis revealed methodological trends that lack standardization in procedures, making it difficult to effectively assess whether a game is suitable for teaching Science. However, the studies analyzed highlight the potential of digital games in various areas of Science, ranging from specific content to broader themes, including transversal topics, which are presented as motivating tools for the teaching process and, therefore, valid resources for Basic Education. The study also raises concerns about the fragility of contemporary education regarding the adoption of digital technologies in teaching, such as the need for ongoing teacher training, resistance from educators, and the lack of adequate physical infrastructure to support the integration of this tool into the Science curriculum.
Institution: Universidade do Estado do Amazonas
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414619614