FUN SCIENCE IN ACTION: INCLUSIVE EXPERIMENTS FOR ELEMENTARY SCHOOL EXPLORERS

Authors

  • Ana Debora Felix de Lima Author
  • Naiklyton Almeida Cardoso Author
  • Valkíria Reinaldo de Oliveira Author
  • Regina Célia Pereira Marques Author
  • Ervens Windson Dias Olímpio Author
  • João Rick da Silva Leandro Author
  • Francisco Sávio Lopes Mendes Author
  • Mayra Gabriela Paiva de Lima Author
  • Tamara Suellen Silva Moura Author

DOI:

https://doi.org/10.56238/arev7n7-223

Keywords:

Science Teaching, Recyclable Resources, Cognitive Development, Active Methodologies

Abstract

Playful activities in science teaching can transform learning into a more enjoyable and effective experience, stimulating student interest and participation. The use of games, activities, experiments, and other playful approaches can make complex concepts more accessible and memorable, as well as aid in the understanding of abstract concepts. The PIBID-Biology/UERN program is presented as an example of an initiative that encourages critical learning and social interaction through these activities. This article aims to propose playful methodologies in the classroom, using teaching materials created from readily available, recyclable resources, thus providing new tools for science teaching. The study methodology involved the application of various playful strategies with students from 6th to 9th grade at Dinarte Mariz Municipal School in Mossoró, using low-cost materials. Among the activities developed, the following stand out: Planting seedlings in plastic bottles: Promoting environmental awareness, reuse, and the concept of organics. Ecological Store "Biocoins": Encouraging recycling and financial management through a "green currency." Building herbariums and insect incrustations: Approaching botany and entomology in a practical and lasting way. Biological clay models: Aiding in the understanding of cellular anatomy and human body systems. The results demonstrate that playful activities increased students' interest in science content, developed a sense of responsibility, the ability to work in groups, and raised awareness of environmental issues. The use of teaching models, in particular, proved effective in establishing a connection between the abstract and the concrete, promoting more tangible and creative learning. It was concluded that playful methodologies were fundamental in teaching science, going beyond games and teaching materials. The educator's approach, seeking to bridge the gap between the real and the abstract in a pleasurable and engaging way, is crucial to the success of these approaches.

Downloads

Download data is not yet available.

Published

2025-07-17

Issue

Section

Articles

How to Cite

DE LIMA, Ana Debora Felix; CARDOSO, Naiklyton Almeida; DE OLIVEIRA, Valkíria Reinaldo; MARQUES, Regina Célia Pereira; OLÍMPIO, Ervens Windson Dias; LEANDRO, João Rick da Silva; MENDES, Francisco Sávio Lopes; DE LIMA, Mayra Gabriela Paiva; MOURA, Tamara Suellen Silva. FUN SCIENCE IN ACTION: INCLUSIVE EXPERIMENTS FOR ELEMENTARY SCHOOL EXPLORERS. ARACÊ , [S. l.], v. 7, n. 7, p. 39080–39094, 2025. DOI: 10.56238/arev7n7-223. Disponível em: https://periodicos.newsciencepubl.com/arace/article/view/6674. Acesso em: 17 feb. 2026.