Engaging Students in Chemistry through Chemical Ecology: A Contextual and Playful Learning Approach

Abstract The persistent decline in students’ interest in science, particularly in chemistry, calls for innovative educational strategies that promote engagement and contextual understanding. This study explores chemical ecology as a meaningful and interdisciplinary theme capable of connecting chemistry concepts, such as molecular interactions and structural representation, to students’ daily lives. We designed and implemented a playful pedagogical intervention based on the chemical ecology of Paederus irritans (commonly known as potó), an insect native to northern Brazil whose defensive compound, pederin, is of significant biochemical interest. The intervention involved a brief theoretical introduction followed by a team-based educational scavenger hunt (gincana) with 150 students from two public schools in Brejinho de Nazaré, Tocantins, Brazil. Pre- and post-intervention diagnostic assessment instruments were applied to assess the impact on students’ understanding and attitudes toward chemistry. The results revealed a notable increase in students’ recognition of chemistry in natural phenomena and a greater self-reported interest in chemistry-related topics. The findings suggest that contextualized, playful approaches anchored in chemical ecology may enhance student engagement and conceptual learning in chemistry education.