Abstract
O objetivo deste estudo consistiu em identificar e discutir contribuições do aplicativo multiplataforma QuiLegAl para os processos de ensino e aprendizagem, a partir de uma abordagem avaliativa, realizada por um grupo de graduandos do curso de Licenciatura em Química. O aplicativo QuiLegAl é parte de uma Dissertação de Mestrado que aborda o desenvolvimento de objetos digitais de aprendizagem como uma alternativa para o ensino de determinados conteúdos de Ciências e Química, tais como ligações e equações químicas e suas representações. A presente pesquisa adotou uma abordagem qualitativa, com características de estudo de caso. Para a produção de dados, foram utilizados questionários avaliativos propostos por Oliveira (2017), registros de áudio e observação. A organização e análise dos resultados foram realizadas com base na análise de conteúdo (BARDIN, 2011), bem como na triangulação de dados oriundos de diferentes fontes. Os resultados apresentados pelo estudo revelam que o QuiLegAl, objeto de avaliação por parte dos graduandos, atende aos diferentes aspectos avaliados, destacando-se a integração entre recursos visuais, sonoros e interativos que estão associados a possibilidades de construção de estruturas moleculares. Tais características podem contribuir para desenvolver a autonomia do usuário, demonstrando o potencial do App enquanto recurso didático para o ensino de Ciências Naturais. Este estudo sugere que o uso do QuiLegAl pode motivar os usuários a conhecer, explorar e planejar novas abordagens para o tema das ligações químicas e a utilizar o aplicativo enquanto alternativa para os processos de ensino e aprendizagem.
Highlights
Nowadays, the teaching of Natural Sciences, especially the teaching of Chemistry, has been challenging teachers, given the complexity of some topics, the abstract concepts involved and the resistance of many students to studying subjects in this area
These researches try to demystify the idea, inculcated into many students, that learning Science and Chemistry is a sacrifice and, at the same time, try to present teachers with different possibilities for the teaching process, either based on experimentation, inquiry-based learning strategies, games and digital technologies (VIDRIK, 2016; AZEVEDO, 2004; SOARES, 2013; LEITE, 2015). Brazilian official documents, such as the Base Nacional Comum Curricular (BNCC) (Brazil’s National Common Curricular Base), highlight as a specific competence for the area of Natural Sciences the student’s need to acquire different languages and to interact with digital technologies in order to communicate, access and produce diverse knowledge, while being capable of solving the different situations proposed by this field of study (BNCC, 2016)
The results and analyses presented correspond to the perceptions presented by the students when exploring QuiLegAl in a classroom environment, where they played the roles of evaluators of the app, as well as of future Chemistry teachers
Summary
Chemistry teaching can impart autonomy, once it contributes to the formation of worldviews, to the interpretation and understanding of nature and to the development of perceptions that explain the phenomena experienced in students’ daily life. The development of scientific knowledge in different areas, combined with technological advances, the Internet and a quick access to information, has provided the development of a contemporary digital culture which has been capable of influencing the ways of producing, accessing and communicating new knowledge (KENSKI, 2012) In this sense, it can be observed that, in the educational area, a vast academic publishing has been consolidated regarding the teaching process, resources and pedagogical and methodological strategies that can provide teaching practice with a basis, especially in the teaching of Chemistry (POZO; CRESPO, 2009; CUNHA, 2012; CORRÊA, 2015; LEITE, 2015). 33) points out that apps can “provide access to simulations, videos, images, exercises [and] more information combined with a certain ‘personalization’, built as the student interacts with these materials” Such tools result from a set of integrated media that these resources are equipped with, which can contribute to the teaching and learning of Chemistry. In-service training for teachers aimed at the use of digital technologies in the classroom is important (DEMO, 2011; SILVA; SOUTO, 2019)
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