Aprendizagem criativa na construção de jogos digitais: uma proposta educativa no ensino de ciências para crianças

Digital Information and Communication Technologies ( dict s) can be important allies in science education for children, as they make it possible to conduct a diversified work. Based on this pers - pective, we recount the experience of fifth-year students from a public school in Brazil in the creation of digital games. The teacher had an important role as the designer of the activity, promoting the creation of a constructionist environment through a project that involved creative learning in the construction of digital games with physical interaction. The topic chosen for this investigation covers the content related to energy and the use of Scratch for programming of digital games, as well as the use of prototyping boards, among other resources of physical interaction. Analysis showed indi- cations that the proposal favored the learning of science contents, as well as their interactions with technologies. We approach these lessons from the reworking of previous knowledge into scientific knowledge, acquisition of vocabulary, and greater autonomy in decision making. Students partici- pated in actions that favored both scientific and digital literacy and were recognized as producers of context rich games and attractive and meaningful proposals.