CTS Education aimed at students with ADHD using Games in Physics Teaching

Abstract

The inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in schools is a frequent reality that must be faced naturally and willingly, allowing these students to also benefit from the training processes experienced in school environments. Given this context, the present work aims to improve the practice of teachers involved in Physics Teaching, aiming to promote conceptual learning and the development of students with ADHD, based on the development of games that provide a contextualized approach to relevant current themes. , covering aspects inherent to CTS Education in order to enable them to learn Physics curricular content in tune with the complex demands of contemporary times. The research is characterized as qualitative of the research-intervention type, with twenty students diagnosed with ADHD as research subjects, all with a medical report for the disorder. During the development of the work, concepts related to Hydrostatics were addressed and topics such as conscious use of water, consumption habits, pollution and health, sources of electrical energy generation, among others, were explored. The results revealed important formative contributions of CTS Education, such as creativity, protagonism, investigative spirit and critical and reflective thinking of students with ADHD, at the same time that teaching work was improved.