A board game using contextualized topics in Physics

Abstract This work presents the development and application of a didactic board game, as a review activity, involving physics concepts related to the students' daily lives. The survey was applied to 51 third year high school students at the end of the first semester. The methodology highlights the importance of employing playfulness in the exploration of argumentation skills and in the social relationship of students, which is not normally included in a traditional class. Progress was observed in the relationships between the students themselves and also between teacher-students, during the joint elaboration of the answers to the questions contained in the cards present in the game. It is worth highlighting the importance of these interactions in the theoretical discussions of the physics content and in the construction of the relationships between these concepts and their daily lives. After the application of the activity, the teacher described that there was a greater interest of students in the discipline of physics, in addition to a more critical posture, observed by the dialogues in the classroom, during the completion of the discipline.