Nowadays, there is a lot of discussion regarding teaching methods, their characteristics and potential, as well as their limitations. Aiming to encourage new methodologies for the teaching of chemistry in higher education, a novel didactic game was developed and applied in order to provide parallel support to undergraduate chemistry students learning about molecular symmetry. This educational resource was well-accepted by the students and was found to be a ludic evaluation tool for the study of symmetry. The game was applied to undergraduate chemistry sophomores and was found to be a powerful tool to improve students' skills in several topics, including molecular geometry, spatial molecular projections, and electronic and vibrational spectroscopy. During the activities, students participated by sharing their doubts about the presence of symmetry. In this paper, we report and discuss the results of the experimental use of this new resource developed for the teaching of molecular symmetry.

TEAM THAT GIVES ITS BEST. Football is the most practiced sport in the world, and admittedly one of the biggest cultural manifestations in Brazil. Its size and importance impact many fields of science. In this work, a playful and interactive activity is proposed, which allows the so beloved national sport and Chemistry to be united in a fun and reflective way, through the selection of the dream team. Each team can be formed by the desired tactical lineup, placing the player of your choice in the eleven available positions, describing its characteristic that makes it there. Even though it is derived from a competitive sport, there is no singular winner in this strategy, since everyone involved wins, due to the reflections and considerations developed, to the stimulus of creativity and to the fun involved in recreational activities like this.

ResumoPesquisas de cunho científico relacionadas ao campo educacional, propõem um aprimoramento e uma compreensão mais profunda dos educadores frente às suas próprias concepções de didática, ensino/ aprendizagem e prática pedagógica. Este artigo, referente a um estudo com discentes do curso de Licenciatura em Física da UDESC/Joinville, tem como objetivo identificar as concepções quanto a CTS (Ciência, Tecnologia e Sociedade), ensino/aprendizagem e prática pedagógica, a partir de um questionário aberto, realizado com 26 acadêmicos matriculados entre a 1ª e a 8ª fase do curso, presentes em sala de aula no dia de sua aplicação. Os resultados demonstraram que, os acadêmicos não possuem uma ampla visão em relação a CTS e que os mesmos procuram uma prática pedagógica menos apoiada em uma pedagogia tradicional e mais próxima ao cotidiano de seus alunos. As questões abordadas na pesquisa demostram concepções superficiais de alguns alunos ao longo do curso e a necessidade de reflexão sobre estas percepções. Palavras-chave:Professores. Ensino/Aprendizagem. Prática pedagógica. CTS. AbstractScientific research related to the educational field proposes an improvement and a deeper understanding of educators towards their own conceptions of didactics, teaching/learning and pedagogical practice. This article, referring to a study with undergraduate students of Physics from UDESC/Joinville, aims to identify the concepts regarding STS (Science, Technology and Society), teaching/learning and pedagogical practice, from an open questionnaire, carried out with 26 students enrolled between the 1st and the 8th phase of the course, present in the classroom on the day of its application. The results showed that the students do not have a broad vision regarding CTS and that they seek a pedagogical practice less supported in a traditional pedagogy and closer to the daily life of their students. The questions addressed in the research show superficial conceptions of some students along the course and the need to reflect on these perceptions.