Aplicativos Educacionais para Smartphone e sua Integração Com o Ensino de Química

Gresczysczyn, Marcella Cristyanne Comar; Filho, Paulo Sérgio de Camargo; Monteiro, Eduardo Lemes

doi:10.17921/2447-8733.2016v17n5p398-403

Cited by 9 publications

(11 citation statements)

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“…Due to this reality, there is a need for innovation in teaching, considering the social segments and school planning, which points out new directions for a new way of teaching chemistry. This way involves new technologies, which have been advancing rapidly, and they are so present in the students' daily lives (Gresczysczyn, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…With the spread of smartphones, schools, governments and other institutions are turning to enhance this technology in improving teaching and learning (Gresczysczyn, 2016).…”

Section: )mentioning

confidence: 99%

“…For Gresczysczyn (2016), these applications that can be used can be easily found on systems, such as Google Play, a service provided by Google Inc. The Google Play Store is a Google store for mobile phones with the system Android, in which its users can find all applications for the platform, as well as games, music, movies and books.…”

Section: )mentioning

confidence: 99%

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Use of applications for leaching Learning Chemistry

Cavalcante

Lima

Nunes

et al. 2020

RSD

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Technology and education have always had a loving relationship, especially in the classroom. For Education in Chemistry, smartphones and their Apps can provide experiences that were previously restricted to a laboratory experiment. The purpose of this study was to investigate through an evaluation the use of the Periodic Table Quiz applications and the Educalabs Periodic Table in the classroom, how these technologies can be integrated into teaching and what are their effects on student learning. It was held at the Municipal School of Primary Education II Roberto Antunes de Freitas in the city of Quiterianópolis-CE, in 02 classes of the 9th grade, comprising 32 students, with a methodology based on a descriptive study, empirical basis and qualitative nature. The results showed the contribution and potential that the applications offer in the learning of chemical concepts. After using these, it can be noticed that there were more correct answers in 08 of the 10 questions proposed, and 100% of the students stated that their interest in the subject increased, so they could verify the validity of exploring chemistry contents through these applications since they offer more interactive content that engages the student's genuine interest in participating in the process.

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Section: Resultsmentioning

confidence: 99%

“…With the spread of smartphones, schools, governments and other institutions are turning to enhance this technology in improving teaching and learning (Gresczysczyn, 2016).…”

Section: )mentioning

confidence: 99%

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Use of applications for leaching Learning Chemistry

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Lima

Nunes

et al. 2020

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“…Como afirma Gresczysczyn, Camargo Filho e Monteiro: 30 O trabalho do docente não consiste apenas na transmissão de informações, de conhecimentos e de saberes, mas em apresentá-los de forma inovadora, estimulante e consistente, com o propósito de que a aprendizagem, através do uso da tecnologia, possibilite um fazer educacional, em que sejam trabalhados os conteúdos de forma interativa, colaborativa e prazerosa, tendo como eixo norteador o contexto sóciopolítico-cultural em que o aluno está inserido (p. 401).…”

Section: Discussionunclassified

“…São programas para celulares, tendo como função entretenimento (jogos, sites de notícias, Netflix), fonte de pesquisa (Google, Yahoo), meio de comunicação (WhatsApp, Facebook, Outlook), aprendizagem (idiomas, culinária, educação escolar), entre outros. 30 Na literatura encontra-se o trabalho de Silva, Silva e Silva, 31 no qual os autores criaram o aplicativo "Studylab", que explora o estudo dos materiais de laboratório, e apresenta 45 ilustrações em ordem aleatória, como a imagem de um almofariz, pipeta volumétrica, pissete, proveta, chapa de aquecimento, entre outros; além das funções de cada utensílio e vídeos de como utilizá-los. Esse aplicativo foi apresentado na forma livre e gratuita, necessitando da internet para a sua utilização.…”

Section: Aplicativos Educacionais Para Smartphoneunclassified

Technological Tools Available Free for Use in Chemistry Education: A Review

Ferreira¹,

Suzuki²,

Bonafé³

et al. 2019

Rev. Virtual Quim

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The digital tools are promissory to the teaching chemistry at the high school and undergraduate levels because we believe that by implanting these technologies are produced a better teaching-learning. However, it is known that digital tools are often not used in the school and university routine due to the lack of knowledge by teachers, as well by the lack of support offered by the educational institutions. In this context, this work envisions to present information and communication technologies (ICTs), both in a specific and generalized approach, which can be used for teaching Chemistry. This may contribute to improve the formation and thereby provide better teachers. It was carried out a bibliographic survey by using national and international journal sources. Thirty-seven papers are selected for the elaboration of this study. The results showed that by applying the ICTs can help the understanding of contents proposed in classrooms. Furthermore, the ICTs instigate the students, generating better participation and interest, making a more comfortable and dynamic environment for a better teaching-learning. In this facet, it is interesting that teachers use such technologies to promote meaningful, diversified, and evolutionary learning.

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Determination of Iron Content Using the PhotoMetrix PRO® Application: Technology in Favor of Teaching Chemistry

Lourenço¹,

Paula²,

Setti³

et al. 2021

Rev. Virtual Quim.

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Information and Communications Technology in the teaching of chemistry has been a trend in the field of education, especially when the teacher aims to increase student interest and raise the quality of the classes. In this work, the PhotoMetrix PRO® app, free and available for smartphones, was used to in a colorimetry practice to measure iron by the reaction with thiocyanate. Spectrometer set at visible range is used to monitoring this reaction. At practical classes in high school, in technical and undergraduate courses the number of equipment is generally insufficient for handling by the students, and in many institutions, they are not available. The methodology was adjusted with a focus on sustainability at the chemistry laboratory, by using reduced volumes of reagents to mitigate the generation of waste and the analysis costs. The methodology presented R 2 values of 0.999, detection and quantification limits of 0.34 e 0.98 mg L-1 , respectively, and 6.0 % RSD. Iron content was measured in three samples, namely tap water, razor blade and food supplement. The level of iron was satisfactory, compared to visible-spectrophotometry results. O uso de tecnologias de informação e comunicação no ensino de química tem sido uma tendência na área da educação, em especial quando o docente tem como objetivo aumentar o interesse dos estudantes e elevar a qualidade das aulas. Neste trabalho empregou-se o aplicativo PhotoMetrix PRO®, gratuito e disponível para smartphone, em uma prática de colorimetria para determinação de íons ferro empregando tiocianato. Esta reação pode ser monitorada por espectrofotômetro na região do visível. O número destes equipamentos disponíveis para as aulas práticas no ensino médio, em cursos técnicos e de graduação são em geral insuficientes para manuseio por parte dos alunos, e em muitas instituições, não se encontram disponíveis. O método foi adaptado com enfoque na sustentabilidade em um laboratório de química, utilizando volumes reduzidos de reagentes para mitigação de resíduos e custos da análise. A metodologia apresentou valores de R 2 de 0,999, limites de detecção e quantificação de 0,34 e 0,98 mg L-1 , respectivamente, e valores inferiores a 6,0 % de DPR. Determinações de ferro foram realizadas em três amostras, água de torneira, lâmina de barbear e suplemento alimentar. Os níveis de ferro foram satisfatórios quando comparados com os resultados obtidos por espectrofotometria na região do visível.

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Aplicativos Educacionais para Smartphone e sua Integração Com o Ensino de Química

Cited by 9 publications

References 1 publication

Use of applications for leaching Learning Chemistry

Use of applications for leaching Learning Chemistry

Technological Tools Available Free for Use in Chemistry Education: A Review

Determination of Iron Content Using the PhotoMetrix PRO® Application: Technology in Favor of Teaching Chemistry

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