The RUBIQUIM cube as a tool in based learning in games for teaching inorganic chemical nomenclature of binary salts

Abstract

In the teaching of Chemistry, in the Upper Middle Level, it has been found that, during the process of teaching and learning the inorganic chemical nomenclature, students tend to memorize the contents and do not acquire significant learning. In this paper, a proposal for game-based learning about the chemical nomenclature of binary salts is made. The playful material developed consisted of using as a base the Rubik’s cube, in its standard version, to which stickers were placed with the symbolic representation of various binary salts, as well as the names in traditional nomenclature, Stock and IUPAC. This didactic tool was called the RUBIQUIM cube. The tool was used in three groups of the upper secondary level, where the students solved the RUBIQUIM cube. To determine the impact of the playful material, a questionnaire was applied with questions from N1 to N3, according to Bloom’s taxonomy, and the Hake index was determined. The groups in which game-based learning was applied showed better academic performance and greater cognitive learning than the control group. The Hake index of 0.56, in the N2 and N3 questions, indicates the effectiveness of interactive learning.