This paper reports the development of a digital escape room for high school students using Genially, a web-based media platform. The escape room was used to aid understanding of basic concepts in chemistry and mostly enhance students’ classes participation during the COVID-19 pandemic. The activity entitled “The thalidomide mystery” covered the concepts of chemical bonding, pH, acid and base, and laboratory glassware. The narrative of the game revolves around the drug named thalidomide; this drug was developed in the 1960s and its use caused several cases of phocomelia. WhatsApp chat groups were formed to stimulate an active engagement of the participants and maintain a collaborative and cooperative learning experience among them. Students were required to solve four chemistry puzzles to obtain the final password to reach the end of the game. The results obtained showed that the game was very useful for students mainly because it presented an innovative way of teaching chemistry, different from the traditional way in which the students are usually taught in their classrooms. The game helped the students to review the contents covered and was able to stimulate the active participation of both the students who like to study chemistry and those who do not.

SÃO PAULO. The literature presents a new understanding of the teaching practice and the supervised internship.Mutual interaction between them is expected one providing subsidies to the other.The present article shows the conceptions prevailing at the São Paulo state universities regarding these activities.Students,when interviewed, report difficulties in dealing with classroom situations. It is possible to observe that chemists wish to prepare new chemists deviating from the objectives of a Chemistry course leading to teaching credentials .Keywords: initial formation; teaching practice; internship. INTRODUÇÃODesde sua criação, a disciplina Prática de Ensino de Química e Estágio Supervisionado (PEES) era considerada como a disciplina do curso de licenciatura na qual as atividades de prática de ensino e as de estágio supervisionado aconteciam. Nesta disciplina, geralmente oferecida nos dois últimos semestres do curso, os objetivos almejados para uma e outra atividade eram confundidos, sendo ambas as atividades entendidas como um espaço prático -o de realização do estágio -onde a teoria pedagógica aprendida deveria ser aplicada. Alguns pareceres governamentais referiram-se a essas atividades com o objetivo de melhorar a qualidade dos cursos de formação de professores, entretanto, apesar das diversas tentativas, os resultados práticos foram pontuais, geralmente por resolverem apenas uma face do problema.Para exemplificar, o Parecer CFE nº. 349 de 1972 representa uma tentativa de superação da dicotomia teoria-prática ao determinar que a Didática (aprendizagem da teoria) e PEES (aplicação na prática) fossem cursadas concomitantemente.1 Já o Parecer CFE nº. 4.873 de 1975 preocupou-se em integrar os conteúdos e os métodos, determinando que PEES fosse ministrada por um professor da área de conteúdo específico. 1 Em relação às atividades desenvolvidas nessas disciplinas, Dall'Orto aponta que era freqüente o uso do micro-ensino -atividades de regência fora dos espaços escolares reais em situações controladas de ensino -regido pela psicologia comportamentalista. Nessa perspectiva, o licenciando deveria aplicar técnicas prontas de ensino; a aprendizagem efetiva ocorreria com a aplicação correta de tais técnicas e assim, o aluno aprenderia a ser um bom professor. Essa metodologia, chamada de modelo da redescoberta, visava superar o sistema tradicional de ensino pela utilização "dos preceitos da Racionalidade Técnica, pois a redescoberta tornou-se uma técnica de ensinar conteúdos prontos através de uma aula prática." 1 (p. 16) OS OBJETIVOS DAS ATIVIDADES DE PRÁTICA DE ENSINO E DE ESTÁGIO CURRICULARAtualmente, as pesquisas na área educacional buscam integrar as atividades de prática de ensino e de estágio supervisionado visando uma interação entre teoria e prática, não no sentido dicotômico anteriormente atribuído a elas no qual na prática aplicava-se à teoria aprendida. A nova concepção atribuída a essas atividades conduz a uma interação mútua em que uma fornece subsídios à outra com a finalidade de promover a aprendizagem da ...

The inquiry-based approach is a teaching strategy that facilitates students learning scientific concepts and about the nature of chemistry through experimental research, allowing them to participate in chemistry classes as researchers. The methodology employed in chemistry learning in Brazil is based on the traditional teaching approach, and little consideration is given to the way the inquiry-based approach can be used to meet students' individual psychological needs. The aim of this study was to implement the inquiry approach in the reality of Brazilian schools and to investigate how these activities contribute to increasing the intrinsic motivation to learn chemistry. The methodology was based on the application of inquiry-based activities (using chemistry kits, experiments were conducted with high school students from public and private schools). In this work, the chemistry teacher in the class himself is the researcher and the person who applies the activities. Data were collected from an adapted version of the Intrinsic Motivation Inventory applied to 224 Brazilian students aged 15−18 and interviews with 25 students. The results were analyzed using descriptive statistics, inferential tests, and simple interview categorization, using the Self-Determination Theory as a theoretical framework. The results reveal that it is possible to implement inquiry activities in the reality of Brazilian public schools and that these activities increase the intrinsic motivation of students promoting interest, effort, recognition of the importance of the activity, and a low sense of pressure and tension. Several contributions in the area of chemistry teaching, in terms of methodological proposals, have been disseminated as alternatives to the traditional methods of teaching employed in schools. The implications of these findings for future research and practice in limited classroom environments are discussed.