Recursos didáticos digitais para o ensino de Química durante a pandemia da Covid-19

Rodrigues, Natália Costa; Souza, Natállia Roberta; Patias, Samira Gabrielle Oliveira; Carvalho, Edione Teixeira de; Carbo, Leandro; Santos, Ane Francielly da Silva

doi:10.33448/rsd-v10i4.13978

Cited by 14 publications

(16 citation statements)

References 12 publications

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“…Na educação, a pandemia afetou diretamente o processo de escolarização. O distanciamento social tem sido a principal medida para o combate ao vírus, no entanto, essa alternativa provoca impactos no âmbito educacional, e para dar continuidade às aulas, o ensino remoto foi à possibilidade mais viável (Rodrigues et al,2021).…”

Section: Resultsunclassified

Ensino remoto emergencial em tempos de pandemia: Realidade X Utopia

Ribeiro

Souza

2022

RSD

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O Presente estudo tem como objetivo analisar o aprendizado e o domínio das ferramentas tecnológicas educacionais por alunos e professores na modalidade ensino remoto, durante a pandemia do novo corona vírus em uma escola pública de Manaus-AM. Metodologia: A pesquisa do tipo descritiva, com abordagem quantitativa, elaborada nos anos de 2020 e 2021, com população de 1396 e amostra (N) 158 participantes, divididos entre 103 alunos e 55 professores da Escola Estadual Ruy Alencar, localizada na cidade de Manaus-AM. Foi utilizado um formulário eletrônico semiestruturado contendo questões abertas e fechadas com objetivo de avaliar questões socioeconômicas e demográficas dos atores. Resultados: o Ensino Remoto está sendo desenvolvido por meio de plataformas on-line como Google Teams, Google Meet, Google Classroom e Zoom. Com esses recursos educacionais tecnológicos são feitas avaliações, atividades e aulas interativas. Os professores não estão satisfeitos com a funcionalidade das plataformas, sentindo dificuldades para explorar esses recursos devido ao fato de sua formação acadêmica não ter contemplado plenamente esses saberes, exigindo maior qualificação profissional. As mudanças da rotina escolar trouxeram sobrecarga de trabalho devido à intensidade das atividades desenvolvidas. Quanto aos alunos, boa parte deles, sentem dificuldades na utilização das plataformas mencionadas, outros não possuem acesso as tecnologias devido a questões socioeconômicas e uma parcela encontra-se insatisfeitos com o acesso à internet. A precariedade do acesso aos meios tecnológicos devido a questões socioeconômicas e as dificuldades inerentes aos provedores de sinal de internet, tem provocado perdas no processo de aprendizado, causando danos ao ensino e aprendizagem do discente.

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Section: Resultsunclassified

Ensino remoto emergencial em tempos de pandemia: Realidade X Utopia

Ribeiro

Souza

2022

RSD

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“…It can be seen, through teacher observation during classes, that the key points for the synchronous moment were reached, in addition, it is highlighted that the approach used in this step strongly contributed to an increase in participation and teacherstudent interaction. Rodrigues et al (2021) argue that current situations in many classrooms, lack interaction between teachers and students and have a very low student participation. Therefore, the development of this step of the proposal is of paramount importance for the current moment, in which distance education systems are in effect.…”

Section: Resultsmentioning

confidence: 99%

Faraday’s Laws and the Flipped Classroom: A proposal for distance learning

Cabral¹,

Assaí²,

Costa

2021

RSD

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The present article describes a proposal for teaching Faraday’s Laws, within electrolysis content, using the Flipped Classroom methodology. This proposal was developed in completely distance learning lessons, in Chemistry, with two High School classes in the third year. In addition, this article conducts a bibliographic mapping of the presence of previous works with the methodology and contents discussed. The mapping of articles was important to reveal a gap in the literature regarding the presence of studies involving Faraday’s Laws and the Flipped Classroom. With the absence of previous articles, this article developed a pioneering proposal in the field, where the Flipped Classroom highlighted the development of conceptual contents about Faraday’s Laws and stimulated the active participation of students in distance learning. Finally, with the work developed, the potential of the Flipped Classroom as a methodology to be used in Chemistry Teaching was noted, mainly in the teaching of Faraday’s Laws in electrochemistry.

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“…Brazilian Journal of Development, Curitiba, v.7, n.12, p. 112203-112217 dec. 2021 (Berton et al, 2020;Rodrigues et al, 2021). There are several paid softwares, however, they are less viable in the general context of Brazilian education, which has few resources in public institutions and in some private ones.…”

Section: Computer Softwaresmentioning

confidence: 99%

“…Thence, this article suggests ICTs aimed at their use in teaching chemistry, both in high school and higher education, aiming to contribute to the quality of education in times of pandemic. It is noteworthy that for higher education in chemistry, only a few experience reports were found, without addressing strategies, guidelines, or suggestions to meet the demands generated (Rodrigues et al, 2021). Thus, the tools discussed here, help teachers who seek to diversify their activities and teaching methodologies, as well as present resources that can help in practical laboratory classes.…”

Section: Introductionmentioning

confidence: 99%

How to Make the Virtual Environment Interesting During the Covid-19 Pandemic? / Como Tornar O Ambiente Virtual Interessante Durante a Pandemia De Covid-19?

Ferreira¹,

Bertoldo²,

Effting³

et al. 2021

BJDV

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Unexpectedly, social distancing became a rule, forcing schools and universities to introduce an emergency remote education. The information and communication technologies (ICTs) are being used in many cases only as a way of transmitting content, reducing its potential to promote interaction between users, contextualization to daily life, and failing to make the student a protagonist in their learning process. In this sense, knowing and handling the available tools is essential in the current moment of education. Thus, in order to perform a brief review and at the same time point out ways to research or use technological resources in teaching, this article reports, albeit modestly, some of the tools that can be used for teaching Chemistry at different levels and educational modalities of this science. For this task, several easily accessible resources were selected to bring ways of instigating and making remote classes more interesting in Chemistry learning.

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Recursos didáticos digitais para o ensino de Química durante a pandemia da Covid-19

Cited by 14 publications

References 12 publications

Ensino remoto emergencial em tempos de pandemia: Realidade X Utopia

Ensino remoto emergencial em tempos de pandemia: Realidade X Utopia

Faraday’s Laws and the Flipped Classroom: A proposal for distance learning

How to Make the Virtual Environment Interesting During the Covid-19 Pandemic? / Como Tornar O Ambiente Virtual Interessante Durante a Pandemia De Covid-19?

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