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Abstract

In this article we intend to share a classroom experience and, at the same time, reflect on the possibilities offered by games to promote learning within the classroom. In this case, the experience was carried out in an entrance course for intermediate and higher level teachers in Chemistry and Physics at the National University of Río Negro. However, we thought about the original proposal for secondary level students and we adapted it for the mentioned course. This is a strategy in which a board game, developed by our research group, is used to teach chemical periodicity (Carabelli and Farré, 2017).