Periodic Table Bingo as a Fun and Inclusive Resource for Teaching Chemistry

Abstract

The complexity of contemporary social challenges requires a transition from isolated research models to networked collaborative ecosystems. This article analyzes the effectiveness of the Laboratory of Technologies and Inclusion (LABINTEC/UFSCar) as a knowledge management model applied to Inclusive Education and the Teaching of Science and Mathematics. Methodologically, the study adopts a qualitative Institutional Case Study approach, grounded in documentary research covering the period from 2019 to 2025. The analysis examined the laboratory’s collaborative architecture, demonstrating how the articulation among its five research lines—integrating areas ranging from Epistemology to Technology Development—overcomes disciplinary fragmentation. The results highlight the consistency and continuity of the model: the production of 49 peer-reviewed articles, 9 books, and 106 technical works attests to the group’s theoretical and practical validation. Human resource development (17 master’s graduates and 4 doctoral graduates) and internationalization through cooperation agreements (Portugal and Spain) indicate the sustainability of the network. It is concluded that LABINTEC operates as a strategic actor in the educational arena, materializing the inseparability of teaching, research, and extension, and offering a viable prototype of a socially engaged university.