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Abstract

Teachers, philosophers and researchers in Chemistry Education agree that the periodic law is a fundamental topic in Chemistry teaching though students experience difficulties to learn it. Looking for strategies and resources that motivate our students while allowing them to build knowledge, is a complex but creative and required task. Use of games promotes favourable attitudes towards learning the periodic table. We present two experiences about the implementation of two versions of a board game that represent the periodic law in unusual ways. Different ways of assessing the experiences included first author´s reflection on her own practice, non-participative observations, analysis of students’ production and students´ evaluation of the game. Results showed both games favoured conceptualization of different aspects of periodic table nature and its applications while motivating learning.